Professor Mark Stubbs Head of Learning & Research Technologies http ://twitter.com/thestubbs
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Enhancing the First Year Student Experience at MMU: Clearing a path & interpreting digital footprints Professor Mark Stubbs Head of Learning & Research Technologies http://twitter.com/thestubbs http://slideshare.net/markstubbs Nottingham | Jun 2014 #EFYE2014
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Enhancing the First Year Student Experience at MMU: Clearing a path & interpreting digital footprints. Professor Mark Stubbs Head of Learning & Research Technologies http ://twitter.com/thestubbs http://slideshare.net/markstubbs. Nottingham | Jun 2014 #EFYE2014. - PowerPoint PPT Presentation
Transcript of Professor Mark Stubbs Head of Learning & Research Technologies http ://twitter.com/thestubbs
Enhancing the First Year Student Experience at MMU: Clearing a path & interpreting digital footprints
Professor Mark StubbsHead of Learning & Research Technologieshttp://twitter.com/thestubbshttp://slideshare.net/markstubbs
Nottingham | Jun 2014#EFYE2014
Context | An interesting place to work!• Large, popular, multi-campus university
– 36,000+ students | 1,000+ courses | consolidating from 7 sites• Pursuing an ambitious transformation initiative
– New Buildings, New Curriculum, New Admin Processes & Systems, New Learning & Mobile Tech, New Quality Processes…
80%+ of 8,125 11/12 UG intake
young from state
schools / colleges
Context | Strategic improvement imperative
Student RetentionSuccess & Satisfaction
Student Intake(Aspirations, Attitude
& Abilities)
Learning, Teaching, Assessment & Personal Development
Processes, Facilities& Resources
ReputationMarketing &RecruitmentProcesses
All Year Numbers
Resource allocation
League table rankingsA
A Recruit to target
B
B Improve satisfaction, retention & success
C
C Inform decision-makers
2010 NSS Where to intervene?
CSI | Student Experience
Careful diagnosis of (diverse) learning experiences• Recurrent messages
– NSS analysis: course organisation determines Q22– Mobile surveys: deadlines, timetables… (m-admin)– Focus groups: consistent, easy to find info
• Great (and not-so great) expectations– “engaging, well-organised courses”– “inspirational tutors who know me”
‘Hygiene factors’
Stimulating pedagogies
CSI | Student Retention & Success
Reflect on…+ Assumptions+ Interventions
Examine data…+ Focus Groups+ Surveys+ Journey journals+ Observations+ National data
Review literature…+ Multi-dimensional+ Belonging+ Habitus+ Polishing+ …
B Improve satisfaction, retention & successLiteratureJourneys
Wed 9, N31 Living
LearningSocial /Community
Assumptions1st years have requisite motivation, academic ability,
adaptive capacity and resilience to
a) Sort / £ / // / so they can focus
b) Adapt study methods to new academic requirements
c) Perform to required standard
d) Establish supportive social / working relationships
InterventionsR&A / pre-entry, personalised info, early formative feedback
Coordinating our response
B Improve satisfaction, retention & success
GreatOnline Experience
(Seamless, personalised)
GreatLearning Spaces
GreatTeaching
SimplifyUnwieldy
Curriculum
E QAL
£350M
• A coordinated strike for step-change improvement
EQAL
New Curriculum• designing new units, …
New Admin Systems & Processes• personal timetabling, …
New Virtual Learning Environment• Moodle & myMMU web/mobile, Talis Aspire…
New QA & QE Processes• facilitating curriculum transformation
In the current climate
Diminishing unit of resource
Everything depends on everything else
We are large and risk averse
but
but but
but but
Programme
Board chaired by
DVC Student
Experience
MISSION:
2010 Q1: Plan Programme & Projects
2010 Q2: Approve UG curriculum rules
2010 Q3: Develop smart curriculum capture forms
2010 Q4: Enter 800+ new L3 + L4 module
2011 Q1: Approve new modules
2011 Q2: Set up SRS, TT & VLE
2011 Q3: L4 curriculum & systems go live
2011 Q4: Enter new L5 modules…
2012 Q3: L5 goes live
2013 Q3: Entire new UG curriculum live
Smart forms
868L3+L4modules
Minimise‘big ask’
Jul 2010
Feb 2011
Core+ VLE blueprint
m
More familiar
12
Wrapping the institution around the learnerStudent ID
Timetable
This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence
Sync to personal device
Pre-entry access to timetables
Less early access than
expected
Wrapping the institution around the learnerStudent ID (+ Unit code)
Deadlines / extensions / feedback return dates / provisional marks
Personalised submission sheet
This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence
Wrapping the institution around the learnerUnit code
Resource list
Relevant resource
This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence
Wrapping the institution around the learnerUnit code
Past exam papers
Past exam paper
This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence
11,000+ past exams uploaded
MyMMU App
m-admin
Summary | we cleared a path to the information our learners needed…
Engaging our students
Providing business
intelligence
Automating our
processes
Are we in a better place now?
10,000+ students post
40,000+ comments in
our biannual student
surveys
Submission tracking, Personal timetables, …
Quartile improvements
in course org &
learning resources in
2012 NSS
EQAL wins inaugural Guardian Student Experience Award!
30,000 regular users,
52m+ hits on Moodle,
26,000+ App registrations!
… we can now begin to interpret some digital footprints
Using the data2. Identify
relevant data sources
3.Summarise individual
data sources
4 Join on common identifiers
5 Prep the data for analysis
6.Analyse & visualise
1.Appreciate the issue
Refining understanding of a
problem space
Understanding student satisfaction2. Identify
relevant data sources
3.Summarise individual
data sources
4 Join on common identifiers
5 Prep the data for analysis
6.Analyse & visualise
1.Appreciate the issue
Refining understanding of
student satisfaction
Student demographicsEntry profilesInternal survey responses
Join on student ID
Random Forests analysis
Satisfaction predictors↗ Confidence
↘Organisation→Teaching
Sum entry points & qual type
Handle missing values, collapse categories…
Understanding student success2. Identify
relevant data sources
3.Summarise individual
data sources
4 Join on common identifiers
5 Prep the data for analysis
6.Analyse & visualise
1.Appreciate the issue
Refining understanding of
student continuation
HESA PILeague Tables
Join on UK PRN
Random Forests Regression Tree
PredictorsYNG NSSEC4-7Entry TariffNSS
Add UKPRN
Handle missing values, collapse categories…
Conditional Inference Trees
Party Library
Limitations1. Confirmation bias2. Meaningful comparison3. Quantitative V Qualitative4. Data quality5. Correlation ≠ causation
“Everything that can be counted
does not necessarily count;
everything that counts cannot
necessarily be counted”
Einstein
Reality of our current data warehouse build: careful thought about error handling + painstaking checking of joins!
Continuous monitoring & improvement
MDL SRS TT
Data Warehouse Analysis Cubes
Undergraduate Dental Technology Network (11209A)
Overvi ew Students Success Sati sfa cti on Engagement Standa rds Appl ications Employment
Head count [now] of [all] students for [all modes] [all enrolments]
Enrolled 268 (95%)
Withdrawn 0 (0%)
Suspended 0 (0%)
Repeat w/o attend 14 (5%)
#STUDENTS TOTAL L3 L4 L5 YO L6 L7 Undergraduate Dental Technology Network (11029A)
268 83 73 67 45
- BSc(Hons) Dental Technology (6266) 184 73 67 44 + BSc(Hons) Dental Technology (6266_1F) 73 73 + BSc(Hons) Dental Technology (6266_2F) 67 67 + BSc(Hons) Dental Technology (6266_3F) 44 44 + BSc(Hons) Dental Technology (6267) 1 1 + FDSc Dental Technology (621C) 62 62 + FDSc Dental Technology (6264) 21 21
How has my student cohort changed?
Higher than faculty average
Lower than last year
5%-5%
5%
-5%
PLP
Parents in HE
Mature
Live at home
Higher than last year
Lower than faculty average
Live at home 12% PLP 4% Mature 6% Disability 3% BME 8% Male 42% International 4%
In response to this information, I intend [to highl ight the fol lowing good practice]
Previously, the Programme Leader committed to…
On 21/03/13 Done? On 22/02/13 raise with the Dean targets for the part-time courses Complete
CMI: Undergraduate Dental Technology Network (11209A)
Overview Students Success Satisfaction Engagement Standards Appl ications Employment
Satisfaction [on all ISS] of [all] students for [all modes] [all enrolments]
Course Satisfaction
Comments Show [all ] comments for [al l courses] that contain [Cl ick here to enter text.] for [students who are satisfied with confidence building] [Go!] [Clear]
0% 100%50%25% 75%
69%
#Enr
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Expl
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Feed
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Advi
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Orga
nisa
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Reso
urce
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Confi
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Over
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Undergraduate Dental Technology Network (11029A) 268 30% 100% 93% 93% 87% 96% 95% 100% - BSc(Hons) Dental Technology (6266) 184 30% 100% 93% 93% 87% 96% 95% 100% - 6266_1F 73 27% 100% 95% 95% 95% 95% 100% 100% - 6266_2F 67 31% 100% 100% 95% 81% 100% 95% 100% - 6266_3F 44 32% 100% 79% 86% 86% 93% 86% 100% + BSc(Hons) Dental Technology (6267) 1 0%
60.0%
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80.0%
85.0%
90.0%
95.0%
100.0%
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EXPLANATION
FEEDBACK
ADVICE
ORGANISATION
RESOURCES
CONFIDENCE
OVERALL
CMI dashboard for all programme leaders for Sep 2014
C
Change management lessons1. Understand important dynamics2. Be clear what needs to be done3. Set high-level goals4. Understand where change is required5. Be bold and plan holistically6. Ensure you’ve got the right team to drive7. Make ‘big asks’ as small as possible8. Make it stick with reinforcing change
http://tinyurl.com/jiscmmusrcCurriculum DesignAssessment & Feedback http://tinyurl.com/jiscmmutraffic
Find out more!
