The Student Progress Dashboard Part of the ITEAM Project Julie Vuolo and Liz Gormley-Fleming, Learning and Teaching Institute, University of Hertfordshire

The Student Progress Dashboard A development which pulls together information about module level engagement and assessment performance and displays it in a student and staff view within the University’s VLE To help staff identify where support for individuals or groups of students might be needed To help students with the self-regulation of their studies.

Average grade Modules Traffic lights Skills and attributes (pre-set benchmarks) Skills and attributes

Student input Student input into the design and functionality is crucial if they are to find the dashboard of value Student feedback about what they want has shaped the on-going development

Example feedback ..wanted to know where they were in relation to others as this would be a motivator to do better (did not feel it would de-motivate them to know they were at the lower end of the league table). ..said the currency/completeness of data is important if dashboard is to be meaningful to them ..wanted re-assurance that their information would only be seen by ‘those needing it’ ..were interested in what else could go in there e.g. book loans, attendance, module pass/fail rates (one-stop shop approach) ..would like a predictor or calculator for working out final classification

Impact Students: an opportunity to take responsibility for and be actively involved in their academic journey Teaching staff: an opportunity to monitor individual and cohort progress be pro-active in giving support target support where most needed reflect on implications of learning, teaching and assessment strategies

Implications ?Increased student anxiety about progress ?Increased requests for support (resource implications?) Could the data help with other aspects of L&T e.g. BME attainment or Disabled student support? Are teaching staff ready for analytics? Will this development be outpaced by other changes?

Transferability Giving students an insider view on their learning journey is important if they are to drive their own learning. Key messages: Use staff and student feedback to establish core design principles Make data accessible & understandable for students Help students understand how to use the data to make informed choices Encourage staff to use the data to be pro-active and reflective BME for example?