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Blackboard Analytics for Learn @JCU – a proactive approach to the use of data in a dual-pronged approach at James Cook University
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience. 2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics. 3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
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Blackboard Analytics for Learn @JCU – a proactive approach to the use of data in a dual-pronged approach at James Cook University
- 1. Blackboard Analytics forLearn @JCU – a proactive approach to the use of data in a dual-pronged approach at James Cook University Professor Angela Hill: Dean, Learning, Teaching and Student Engagement Val Ruffle: Learning Analytics Specialist
- 2. James Cook University:an overview 2
- 3. James Cook Universityat a glance • Approx. 20 000 students. • 72% undergraduate students. • 65% of students are first in family to attend University level education. • 24% are low socio –economic status • 5% of students are Aboriginal and or Torres Strait Islander Students. • 4.5% of students have a disability • 24% of students come from rural or remote areas.
- 4. Widening participation andengaging students: the challenge • JCU improved retention in 2013/14 over earlier periods. • Go8 and Qld institutions all recorded slight decreases in their retention rates in 2013- 14 relative to the previous period. 2010/2011 2011/2012 2012/2013 2013/2014 79.65% 80.74% 80.08% 81.08% JCU University Retention 2016 Good Universities Guide
- 5. JCU: Data drivenreform….
- 7. Response to challengeswe face… Whole of Institution framework to support student engagement, retention and success Fundamentally: HARNESS THE CURRICULUM
- 8. Curriculum as organisingdevice Harness the curriculum as the academic and social ‘organising device’ to do serious transition and retention work. • Anchoring a focus on student engagement and retention in the curriculum ensures student engagement and sustainability, because – in all their diversity, with multiple identities and changing patterns of engagement, curriculum is • What all students have in common, • Within institutional control, and the • Only place the institution has contact with all students to mediate diversity • Otherwise interventions are not comprehensive and their effect is left to chance. In short, interventions will be bolt-on, lacking in integration and inequitable” (Kift, 2012).
- 9. A dual-pronged approach Strategy1 Enhancing learning and teaching Strategy 2 Enhancing the student experience Image: Nelson, 2014
- 10. A sample ofthe initiatives to ‘harness the curriculum’ Enhancing learning and teaching Enhancing the student experience Embed English Language and Numeracy development Deploy focussed transition programs eg UniStart, Orientation Improve intentional student centred Blended Learning design Employ College Support Officers to identify and support students Develop more engaging and scaffolded assessment Develop a robust coordinated pathways program Utilise data to target and improve subjects Deploy scholarships to support participation Embed Career Development opportunities Promote the Peer Assisted Study Sessions (PASS) Actively engage learning leaders around the University eg: Associate Deans, First Year Experience Coordinators Expand Career Development Learning and the student mentor program
- 11. Analytics: Working definitions learninganalytics also provides additional and more sophisticated measures of the student learning process that can assist teachers in designing, implementing, and revising courses (p.3) (Lockyer, Heathcote & Dawson, 2013) Learning analytics integrates and analyzes the “big data sets” available in educational contexts to gain a better understanding of student engagement, progression, and achievement. (p.3)
- 12. Blackboard analytics forLearn @JCU The story so far
- 13. BB Learning Analytics Implementation •2013 – Project planning • 2014 – Data integration and preparation • 2015 – Customisations, testing, staged release
- 14. • 2014 –design and build prototype dashboards for consultation group based on role expectations and needs • Plan and build user profiles for 2015 Collaboration with stakeholders (First Year Experience Coordinators – consultation group)
- 15. Initial Rollout –Integrated reports in LearnJCU Subject Sites – March 2015
- 16. Application Upgrade to4.1.2 and customisations completed – April 2015
- 17. Website resources andAccess portal created • April 2015 - customised help Guides and resources updated to Website • Access portal created in LearnJCU
- 18. Operational Guide completedand communicated May 2015 – June 2015
- 19. Stage 1 –Security Matrix and User groups
- 20. Dashboards and groupsetup In order to maintain data security measures – users are given access to the Role Folder and then the relevant college data
- 21.
- 22. Pre Rollout issues •No single signon or institutional authentication integration – all users need a separate login and password provided by and managed by Blackboard • Difficulties getting users and groups to work in Pyramid Dashboards • Behind the Blackboard – new to the Australian context, support strategies emerging
- 23. Rollout Stage 1– introduction, training and ongoing support • Email communication • Community Sites in LearnJCU for – Support Officers and FYEC’s • Workshop segment in 2015 Professional Learning Series • Online guides and vignettes on website • Primary contact support - LAS • Monthly meetings/workshops for Student Support Officers • One on one meetings for ADTLS’s and others requiring more support
- 24. Back to thepurpose of it all!
- 25. Intentional, student centred blendedlearning “Blended learning” refers to learning design that strategically, systematically and effectively… ….as informed and driven by student needs and support for desired learning activities and learning outcomes”. …integrates a range of face‐to‐face, online, mobile, distance, open, social and other technology enhanced learning across physical and virtual learning environments,
- 27. Intentional blended learningdesign • How are academics using the array of learning technologies? • How do students make use of these resources/tools? • How does the use correlate with student success and engagement?
- 28.
- 29. How are academicsusing tools?: eg BB Collaborate
- 30.
- 31. A new program:analytics informing evaluation
- 32. Informing subject planning andmonitoring Diploma of Higher Education (new course 2015) • Identify students that need support – Weekly monitoring for engagement – Early identification of students requiring intervention – Supports case management activities • Curriculum reflection – Internet access considerations for students – Purposeful online resources – Staff review and tracking – Provides feedback in terms of site design – Provides vital data for planning and Professional development
- 33. Diploma of HigherEducation: intentional blended learning design
- 34. College Support Officers:analytics to identify and support students
- 35.
- 36. A shared understandingof the support model doesn’t happen by accident….. Presentation resource
- 37. Other incidental use:IT architecture
- 38. Where to fromhere- roll out? Semester 2 2015 - Rollout to: Student Support Officers, First Year Experience Coordinators, Learning Advisors, Library Staff, Blended Learning/LearnJCU staff, Semester 1 2016 – continue to broaden the user base to: Course Coordinators, Associate Deans, Teaching and Learning, Deans of Colleges
- 39. Where to fromhere- roll out? • Engage staff to ‘harness the data’! – Demographic data – Student learning data – Learning analytics – Student evaluation data – Predictive analytics IMPROVE THE STUDENT EXPERIENCE, ENGAGEMEN AND RETENTION
- 40. References • Lockyer, L,Heathcote, E, & Dawson,S, 2013 - Informing Pedagogical Action: Aligning Learning Analytics With Learning Design, American Behavioural Scientist, SAGE Publications. • Gašević, D. Dawson, S. and Siemens, G., 2015 – Let’s not forget: Learning Analytics are about learning. TechTrends: Springer US, Volume:59, Issue:1
Editor's Notes
- #3 angela
- #8 Whole of Institution framework to support student engagement, retention and success The development of a whole of institution approach to student engagement, retention and success was underpinned by the expansive first year experience, transition and retention literature, in particular, Kift’s (2008) transition pedagogy to “harness the curriculum as the academic and social ‘organising device’ to do serious transition and retention work”. Anchoring a focus on student engagement and retention in the curriculum ensures student engagement and sustainability, because “in all their diversity, with multiple identities and changing patterns of engagement, curriculum is What all students have in common, Within institutional control, and the Only place the institution has contact with all students to mediate diversity Otherwise interventions are not comprehensive and their effect is left to chance. In short, interventions will be bolt-on, lacking in integration and inequitable” (Kift, 2012).
- #9 “transition pedagogy” seeks to provide an integrative, whole-of-institution and whole-of-student, framework to support first year learning, success and retention. By conceiving of curriculum broadly as the totality of the “student experience of and engagement with their new program of tertiary study”, transition pedagogy focuses on what students have in common – their learning mediated through curriculum, which is within institutional control – rather than problematising diversity and difference (Kift, 2009). The three main breakthrough points of this conceptualisation were understanding and acting intentionally on the centrality and commonality of curriculum in the first year student experience, adopting whole-of-institution and whole-of-student approaches, and harnessing the enabling capacity of academic and professional staff partnerships for this purpose.
- #11 Enhancing Learning and Teaching Enhancing the student experience Embed English Language and Numeracy development Deploy focussed transition programs – UniStart, Orientation Improve intentional student centred Blended Learning design Employ College Support Officers to identify and support students Utilise Blackboard Analytics for Learn – Develop a robust coordinated pathways program Develop more engaging and scaffolded assessment Identify students at risk Respond to student evaluations of subject/teaching Deploy scholarships to support participation Utilise data to target and improve subjects Embed Career Development opportunities Expand Career Development Learning Deploy the Peer Assisted Study Sessions Actively engage learning leaders around the University- Associate Deans, First Year Experience Coordinators – Expand student mentor program
- #14 Rollout preparation – July to December 2014 Initial Rollout – Integrated reports in LearnJCU Subject Sites – March 2015 Application Upgrade to 4.1.2 and customisations completed – April 2015 Website resources and portal created Operational Guide completed and communicated at Institution level May 2015 – June 2015 Rollout Stage 1 – Level 2 reports and Dashboards – July 16 2015
- #17 Integrated reports turned off – upgrade completed in 4 days Performance issues greatly improved Customisations completed over 1 week