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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

Professor Angela Hill: Dean, Learning, Teaching and Student EngagementVal Ruffle: Learning Analytics Specialist

James Cook University: an overview2

angela2

James Cook University at a glanceApprox. 20 000 students.72% undergraduate students.65% of students are first in family to attend University level education.24% are low socio economic status5% of students are Aboriginal and or Torres Strait Islander Students.4.5% of students have a disability24% of students come from rural or remote areas.

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Widening participation and engaging 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.

2010/20112011/20122012/20132013/201479.65%80.74%80.08%81.08%

JCU University Retention2016 Good Universities Guide

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JCU: Data driven reform.

Response to challenges we faceWhole of Institution framework to support student engagement, retention and success

Fundamentally:

HARNESS THE CURRICULUM

Whole of Institution framework to support student engagement, retention and successThe 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, Kifts (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 theOnly place the institution has contact with all students to mediate diversityOtherwise 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).

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Curriculum as organising deviceHarness 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 theOnly place the institution has contact with all students to mediate diversityOtherwise 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).

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 wereunderstanding 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. 8

A dual-pronged approach

Strategy 1Enhancing learning and teaching

Strategy 2Enhancing the student experience

Image: Nelson, 2014

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A sample of the initiatives to harness the curriculumEnhancing learning and teachingEnhancing the student experienceEmbed English Language and Numeracy development Deploy focussed transition programs eg UniStart, Orientation Improve intentional student centred Blended Learning designEmploy College Support Officers to identify and support students Develop more engaging and scaffolded assessmentDevelop 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

Enhancing Learning and TeachingEnhancing the student experienceEmbed English Language and Numeracy development Deploy focussed transition programs UniStart, Orientation Improve intentional student centred Blended Learning designEmploy College Support Officers to identify and support students Utilise Blackboard Analytics for Learn Develop a robust coordinated pathways program Develop more engaging and scaffolded assessmentIdentify 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

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Analytics: Working definitions

learning analytics 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)

Blackboard analytics for Learn @JCUThe story so far

BB Learning Analytics Implementation2013 Project planning2014 Data integration and preparation2015 Customisations, testing, staged release

Rollout preparation July to December 2014Initial Rollout Integrated reports in LearnJCU Subject Sites March 2015Application Upgrade to 4.1.2 and customisations completed April 2015Website resources and portal createdOperational Guide completed and communicated at Institution level May 2015 June 2015Rollout Stage 1 Level 2 reports and Dashboards July 16 2015

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2014 design and build prototype dashboards for consultation group based on role expectations and needsPlan and build user profiles for 2015

Collaboration with stakeholders (First Year Experience Coordinators consultation group)

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Initial Rollout Integrated reports in LearnJCU Subject Sites March 2015

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Application Upgrade to 4.1.2 and customisations completed April 2015

Integrated reports turned off upgrade completed in 4 daysPerformance issues greatly improvedCustomisations completed over 1 week

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Website resources and Access portal createdApril 2015 - customised help Guides and resources updated to WebsiteAccess portal created in LearnJCU

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Operational Guide completed and communicated May 2015 June 2015

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Stage 1 Security Matrix and User groups

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Dashboards and group setup

In order to maintain data security measures users are given access to the Role Folder and then the relevant college data

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Purpose built Dashboards

Pre Rollout issues

No single signon or institutional authentication integration all users need a separate login and password provided by and managed by BlackboardDifficulties getting users and groups to work in Pyramid DashboardsBehind the Blackboard new to the Australian context, support strategies emerging

Rollout Stage 1 introduction, training and ongoing supportEmail communicationCommunity Sites in LearnJCU for Support Officers and FYECsWorkshop segment in 2015 Professional Learning SeriesOnline guides and vignettes on websitePrimary contact support - LASMonthly meetings/workshops for Student Support OfficersOne on one meetings for ADTLSs and others requiring more support

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Back to the purpose of it all!

Intentional, student centred blended learningBlended learning refers to learning design that strategically, systematically and effectivelyPlannedRange of modes and toolsAbout students.as informed and driven by student needs and support for desired learning activities and learning outcomes.integrates a range of facetoface, online, mobile, distance, open, social and other technology enhanced learning across physical and virtual learning environments,

25Dr Cecily Knight

Intentional blended learning designHow 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?

Data supports redesign

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How are academics using tools?: eg BB Collaborate

Informing subject redesign

A new program: analytics informing evaluation

Informing subject planning and monitoringDiploma of Higher Education (new course 2015)Identify students that need supportWeekly monitoring for engagementEarly identification of students requiring interventionSupports case management activitiesCurriculum reflectionInternet access considerations for studentsPurposeful online resourcesStaff review and trackingProvides feedback in terms of site designProvides vital data for planning and Professional development

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Diploma of Higher Education: intentional blended learning design

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College Support Officers: analytics to identify and support students

ROI: Retention

Nelson, 2014

A shared understanding of the support model doesnt happen by accident..

Presentation resource

Other incidental use: IT architecture

Where to from here- 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

Where to from here- roll out?Engage staff to harness the data!Demographic data Student learning data Learning analyticsStudent evaluation dataPredictive analyticsIMPROVE THE STUDENT EXPERIENCE, ENGAGEMEN AND RETENTION

ReferencesLockyer, L, Heathcote, E, & Dawson,S, 2013 - Informing Pedagogical Action: Aligning Learning Analytics With Learning Design, American Behavioural Scientist, SAGE Publications.Gaevi, D. Dawson, S. and Siemens, G., 2015 Lets not forget: Learning Analytics are about learning. TechTrends: Springer US, Volume:59, Issue:1

For a university with 25 000 students and 5000 commencing students, if10%10%20%

then, 3240 of those 5000 commencing students remain. This is an annual loss of 1760 students who aspired to complete university study. Loss of income per student ~$16 500. Potential loss of income over one year $29 040 000

Every 1% improvement in commencing retention (80 more students retained post-census) = $1 320 000