THE APPLICATION OF LEARNING ANALYTICS TO IMPROVE LEARNING: ANSWERING QUESTIONS FROM THE ACADEMY LYN ALDERMAN.

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Presentation transcript:

THE APPLICATION OF LEARNING ANALYTICS TO IMPROVE LEARNING: ANSWERING QUESTIONS FROM THE ACADEMY LYN ALDERMAN

FROM A QUALITY ASSURANCE BASELINE In 2007, the responsibility officer for the policy Course Quality Assurance was the Deputy Vice-Chancellor (Learning and Teaching) and was originally designed for the following external environment: Self-regulated environment in the higher education sector in Australia Australian Universities Quality Agency (AUQA) as the quality agency With regards to the internal environment: Terminology inconsistencies (e.g. eight different definitions for ‘attrition’) Depending on who prepared the report, the story could be told in many ways Reporting was built by the faculties and aggregated to a 100 page course report A risk-based framework to support course quality improvement through standardised reporting was developed.

COLLABORATION ACROSS DIVISIONS Academic quality and standards team within the Learning and Teaching Unit in Chancellery Focus on the student experience Stakeholder engagement Prototype development of reports Department of Reporting and Analysis within the Division of Finance and Resource Planning Development and maintenance of data warehouse Data integrity Business Objects publishes standardised reports

QUESTIONS FROM THE ACADEMY 1.Are all students who leave course ABC academically challenged? 2.Do the students who leave course XYZ stay within the faculty, university or leave? 3.When students withdraw from a unit do they stay enrolled on full or part load or leave? 4.If students enter through a particular pathway, what is their experience in comparison to other pathways? 5.With five years historic reporting, can a two-year predictive forecast provide any insight?

Q1

Q2

Q3 INDIVIDUAL UNIT REPORT

Q3 COURSE ANALYTIC PROFILE

Q4 COURSE ANALYTIC PROFILE

Q5 PERFORMANCE MODEL

Q5

PUBLISHING ALONG THE WAY Alderman, LynAlderman, Lyn, Bennett, Joanna, & Phan, Le Hoa (2014) Course quality assurance at a glance. Queensland University of Technology. (Unpublished).Bennett, JoannaPhan, Le Hoa Duncan, MargotDuncan, Margot & Alderman, Lyn (2010) Future directions in course quality assurance. In Dobson, R. & Conway, M. (Eds.) TEMC 2010 : Future Directions, Refereed Papers, Association for Tertiary Education, Crown Convention Centre, Melbourne, VIC.Alderman, Lyn Towers, Stephen J.Towers, Stephen J., Alderman, Lyn, Nielsen, Samuel, & McLean, S. Vianne (2010) A risk-based approach to course quality assurance. In Proceedings of AuQF2010 : Quality in Uncertain Times, Australian Universities Quality Agency, Gold Coast, Australia, pp Alderman, LynNielsen, Samuel

ACKNOWLEDGEMENT OF IMPACT The 3rd Annual ATEM / Campus Review Best Practice Awards in Tertiary Education Management The Unipromo Award for Excellence in Information Technology Management Winners - the Business Intelligence and Reframe Team, QUT Evaluation Framework, Queensland University of Technology. This Award was accepted by Team Leaders, Wayne McCollough and Lyn Alderman

2016 WHERE TO FROM HERE? Changes to external environment Regulatory external environment New quality agency TEQSA Performance model data lines discontinued (CEQ and GDS) As a response to the changing environment, QUT will now: Review the performance model to suit new data lines Review suite of reports to meet internal and external requirements Reconceptualise its standardised reports

THANK YOU ANY QUESTIONS?