Lightning talks: the student digital experience
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Students' responses on learning analytic dashboards Speakers: Liz Bennett, director of learning and teaching, University of Huddersfield. Sue Folley, academic development adviser, University of Huddesfield Liz's current research has been funded by SRHE entitled 'students’ learning responses learning analytics dashboards'. She has also published extensively in the field of higher education practices and learning technology Supporting staff and students' digital capability with the digital discovery tool Speakers: Heather Price and Alicja Shah, senior co-design managers, Jisc. This lightning talk will provide an overview of the updated version of the digital capability discovery tool for staff and students. The prototype website for this service will also be presented giving you the opportunity to explore how this could benefit you and your organisation.
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Lightning talks: the student digital experience
- 1. Lightning talks: the student digital experience 6 March 2018 | ICC, Birmingham
- 2. The student digital experience Students’ responses on learning analytic dashboards Dr Liz Bennett Dr Sue Folley University of Huddersfield 6 March 2018 | ICC, Birmingham
- 3. What are Learner Dashboards? Learner Dashboards are the graphical interface that manipulate and present data about students’ learning behaviours (attendance, visits to the library, which books they take out, their attainment etc).
- 4. Methods – small scale qualitative study 24 final year Undergraduates Focus Groups Interviews
- 5. The Students’ Response – didn’t like Dashboard Elements (1/3)
- 6. The Students’ Response - mixed Dashboard Elements (2/3)
- 7. The Students’ Response - LIKED Dashboard Elements (3/3)
- 8. Dashboard literacy (after Sutton 2012) Knowing Being Acting
- 9. Enhanced their self-regulatory behaviours Taking responsibility for their learning; Enhanced motivation even from the ones lower in the group.
- 10. Learning Cultures (James 2014) Wider social and economic contexts National policies Organisational factors Discipline context Dispositions Practice
- 11. Practical recommendations •Show personal trajectories; •Enable students to chose what they see; •Enable students to trust the sources of data; •Provide actionable insights. Designs need to: •Embed use of learner dashboards in other supportive processes •Ensure driven by values that are student centred not just KPI driven. Institutional practices need to:
- 12. Full report on SRHE website @lizbennett1 e.bennett@hud.ac.uk @suefolley s.folley@hud.ac.uk
- 14. The student digital experience Supporting staff and students’ digital capability with the discovery tool 6 March 2018 | ICC, Birmingham Alicja Shah, Service website development lead, Jisc Heather Price, Discovery tool lead, Jisc
- 15. Jisc digital capability team
- 16. > Plan for their digital transformation by providing support for digital leaders > Provide a common language for thinking about what digital skills are required > Raise awareness of the range and importance of digital capabilities for different staff roles > Assess the digital capabilities of staff and students” and monitor progress > Capture data that can provide strategic input into key investment decisions > Enhance their student experience and realise the return on their investment in technology Jisc digital capability service will help organisations to
- 17. Building digital capability service components Advice and guidance Training Digital Discovery tool Consultancy National community of practice to support collaboration, sharing of practice
- 21. >Self-administered quiz for staff (and soon students) about professional digital practices in education >Designed to give useful feedback including 'next steps' and links to resources >Reflective, informative and developmental >A pilot: still in development What is the Digital discovery tool?
- 22. Two types of assessment Overall digital capabilities (all) > Mapped to the 6 areas of digital capability > 15 separate elements Specialist > In-depth look at 1 area > 8+ elements > Minor HE/FE differences for teaching for learning for research +
- 23. Each assessment has three question types 1 2 3 Confidence Best fit/Depth Breadth
- 24. Individual report: Each element has: > Level: developing | capable | proficient > Score: how you assessed yourself to achieve this level > Next steps: what people at this level can try to develop further > Resources: links to selected resources for further exploration
- 25. Institutional level data Example data reports
- 26. Staff responses by department
- 27. Staff responses by role
- 29. By department
- 30. > Today at 2.15pm in Hall 10 > Visit the project page: jisc.ac.uk/rd/projects/building-digital-capability > And the project blog: https://digitalcapability.jiscinvolve.org > Follow #digitalcapability on Twitter Find out more about the building digital capability project:
- 31. Except where otherwise noted, this work is licensed under CC-BY-NC-ND. Alicja Shah Heather Price We have been… digitalcapability@jisc.ac.uk
- 32. Thank you!
Notas do Editor
- Liz Context and rationale Dashboards are the graphical interface that manipulate and present data about students’ learning behaviours (attendance, visits to the library, which books they take out, their attainment etc). Although only a few UK HEIs have developed a dashboard for students, most other UK HEIs have an aspiration to develop their use (Sclater 2014). NTU is one that has implemented a student facing dashboard – based on student engagement ie using data from attendance, library, vle, but it doesn’t include assessment data.
- Sue Methods The study used a small scale study. Two methods were used to gathering data, focus groups and semi- structured interviews: Pilot focus group with self-selecting sample asked them to comment on the format of the dashboard design elements e.g. pie chart, comparative data, progress, word cloud. We did this in November 16 and presented findings at SRHE. Seven students participated. A second focus group was held with 10 students who were a self-selecting sample, who received £10 gift voucher to thank them for participating. Interviews were held with 10 students who were given their own data in dashboard format and explored their response to seeing their data.
- Sue They mostly did not like the VLE data which they did not consider particularly useful. (element figure 1i) Little relevance to them eg I could have bought the book What is the point of knowing what others feel? VLE use is only a proxy for what learning goes on and students know this… Need for “trusted, accurate, visually understandable, and relevant data that align with their needs are key factors related to adoption” (Ali et al., 2012; Austin, 2011; Dawson, McWilliam,&Tan, 2008; Klein et al., in press, 2016a, 2017)
- Sue There was a range of responses the Personal Tutor Meeting log. (element figure 1c) in particular they were concerned that this section needed to have a clear purpose: There was a variety of responses to the positional data, with some finding it motivating and some (even a high achiever) finding it challenging (and some low achieving finding it motivating. The majority found it motivating. Student choice important here so that they can choose if they see this and who they are compared with
- Attendance data liked but invoked compliant - docile behaviours e.g. I should ensure I don’t forget my card, or authorise my absence – what MacFarlane calls student performativity or presentism (the equivalent of hanging your coat on the back of your chair to show you are in the office). Student choice important here so that a they can set what comprises Red Green Amber criteria Flags otherwise encode institutional values (performative norming)
- Students' engagement with dashboards is a type of literacy practice, it involves a growing student identity and is embedded into their identity work in that it is individually experienced and constructed and not simply a technical skill or simply a matter of a cognitive understanding Elements of knowing, being and acting
- Enhanced motivation the majority of students, even those with lower marks, appear to be motivated by seeing their data presented in a dashboard format and this can lead to changes in behaviour which are likely to lead to improved student outcomes and attainment. Although it also illustrates that students’ engagement with dashboards is highly individual and dependent on their personal disposition and orientation to learning, and thus it suggests that it is important to provide students with choice about the way that their data is displayed and to scaffold the ways that dashboards are introduced to students to support them in their interpretation process.
- Not simply a tool nor self regulatory device; Response highly individual and depends on their personal disposition Also they are embedded practices that need supporting / scaffolding: PDP Personal academic tutoring Reflect institutional values of student centeredness rather than being KPI driven. will need to be aware that learner dashboards are not simply technical tools, but rather need to be conceived as tools that require embedding and supporting through other mechanisms, such as personal academic tutorials or personal development planning, for their potential to be assured
- focus on a student’s personal trajectory (ipstative data) that draws attention to their past and present scores to illuminate their learning gain; allow students to personalise their learner dashboard. In particular, allow students control over the way that comparisons are made with other student’s performance (norm referenced data), for example by allowing students to choose whether they see their data compared to others in the cohort and, if they do, to choose who their scores are compared against. This could be the average mark for the module or cohort or to the highest performers on the module or cohort; embed the use of dashboards into personal development planning and or personal academic tutorial processes to ensure that each student is individually and collectively supported to interpret and plan how to act on their data; focus on the way that interventions are signposted with an awareness of the emotional component of dashboard feedback; interrogate the institutional values that underpin the adoption of learner dashboards with a particular focus on how trust and student agency are engendered and how these are translated into the principles that are driving the adoption of dashboards.
- Hello
- We are part of the R&D part of Jisc working on the digital capability project. This session will offer an overview of the newly launched digital capability discovery tool for staff and students. You will have the opportunity to see how the tool is developing and how it might work in your context when it goes to full service. The session will also introduce the prototype service website.
- Hello, I’ll briefly introduce you to the Jisc digital capability service and then pass on to Heather to talk more about the discovery tool. We have been working with Jisc members to co-design a service based on our member’s requirements in the digital capability area. The service that we are developing and which we are aiming to launch in autumn this year will help organisations to:
- The service will be composed of these components: At the heart of is the the Digital capability discovery tool – which Heather will talk about, Advice and guidance to support organisational strategic improvement including organisational audit tools, digital capability frameworks for individual and organisational, role profiles and curriculum checklists Training courses for leaders, academic staff, library staff And consultancy options There is also an active community of practice
- All of the service components will be accessible through a Building digital capability service website This website will be UK HE, FE and Skills staff looking at improving their own digital capabilities and for those looking to improve their organisational approaches to digital capability. The website will present all our resources, tools and guidance in an innovative way giving you curated pathways through the resources depending on your role and needs.
- We have now built the prototype of the service website and are looking to iterate the designs and content based on user feedback. If anyone would like to have a look at it please come and grab me at the end of the session or at the Jisc stand, or get in touch via email or Twitter. We want the service to be of most value for Jisc members so any feedback would be mostly appreciated. And now I’m going to pass the mic to Heather to talk more about the discovery tool.
- At an individual level, we define digital literacies as the capabilities which fit someone for living, learning and working in a digital society. The Building digital capability project has developed a beta Digital discovery tool for staff and students which is currently being piloted by around 100 colleges and universities across the UK until the end of May this year. On a new platform developed by Potentially
- Practice based – from practical issues to broader concepts Self-assessment – tempered with (objective?) self-reporting High level terms – but with specific examples
- Generic capabilities – minimal sector and role differences Specialist capabilities – focus on role-related practices and tasks
- Confidence: rate your confidence with a digital practice or skill ‘Best fit’ or ‘Depth’: select the one response out of four that best describes your approach to a digital task ‘Grid’ or ‘Breadth’: select all the digital activities you do, from a grid of six Nudge - questions themselves clarify, exemplify and inform All of the questions either have been or are being user tested and will be reviewed before the full service version
- Session hall 10 at 2:15pm