Download - Presentation INTED 2012 Valencia
http://cede.lboro.ac.uk
Andrea Wheeler and Melanie King The Centre for Engineering & Design Education
EXPLORING THE BALANCE BETWEEN AUTOMATION AND HUMAN INTERVENTION IN IMPROVING FINAL YEAR UNIVERSITY STUDENT NON-COMPLETION
2012 Conference
INTED2012 (6th International Technology, Education and Development Conference)
The Centre for Engineering and Design Education
• Background: JISC ‘Pedestal for Progression’ project
• Issues related to progression in final year and failure to complete.
• Workshops with students, a whole lost of concerns – relationships with staff and employability.
• Methods adopted: Service Design and Data Mining.
• Data mining and how we currently collect attendance data. Enhancements to current systems / processes. How staff & students use attendance data. Evidence that links attendance with progression. Issues surrounding the case for wider adoption.
• Service Design, managing relationships, points of contact.
• Discussion of results.
Outline
The Centre for Engineering and Design Education
Pedestal for Progression Project
This project is investigating the application of the Service Design methodology within higher education: techniques usually used within the commercial Customer Relationship Management field (CRM). The project team will be working with students, academics and staff from support services across the Institution using service design and data mining techniques in order to enhance the student experience for final year students and aid their progression to next stage - either employment or further study.
http://progression.lboro.ac.uk
March 2011 – August 2012
JISC Relationship Management Programme Phase II Strand 2 – Progression, retention & non-completion
The Centre for Engineering and Design Education
WP1: Discovery Phase – gathering user experiences – all sorts of sources of data and discovery methods adopted
http://progression.lboro.ac.uk
• National Student Survey data • Focus groups with finalists (Programme reps, Student Union)
• Current research on campus (History HEA mini-project, BSE)
• Interviews with staff (academics, admins, technicians, support services)
• LUFBRA.net • Staff/student committees (minutes from meetings)
• Student stories • Identification of current data collected about students (VLE activity, library
systems, attendance data, coursework hand-ins)
Expectations of: Finalists
Needs of: ACADEMICS Effective & efficient process Expert support Robust systems Easy access to data
Strategic objectives: INSTITUTION Enhanced student experience Innovation Competiveness Efficiency Sustainability
• Increase in contact time (academic and personal tutoring)
• Additional skills support (e.g. digital and information literacy)
• Better access to library books • Prioritised reading lists • Support for progression beyond graduation • Fair and balanced assessment (e.g. timing of coursework hand-ins)
• Consistent and timely feedback • Access to facilities and equipment • Ability to feedback to tutors/departments
The Centre for Engineering and Design Education
Issues raised: Progression in Final Year
The Centre for Engineering and Design Education
Recurrent Issues: Access to tutors
“I feel that the personal tutor should take a more active role in working with the student throughout university life.”
Sport and Exercise Science student – entering final year in October 2011
Recurrent Issues: Performance anxiety and personal development
“I think the main emphasis for final year should be attainment, with the student being able to achieve the most they can to fully reach their potential.” Chemistry student – graduated 2011
The Centre for Engineering and Design Education
“Monitoring” : Encouraging the active tutor – monitoring engagement
• Improving the identification of absence at crucial lectures or tutorials • Improving the support for personal tutors in meeting their tutees • Help department monitors to spot students falling through the net • Identify other engagement data that could signal non-participation • Improve the notification of critical information to the right staff member at
the right time.
The Centre for Engineering and Design Education
How Attendance data is collected
Attendance at lectures
Attendance at personal tutor meetings
ATTENDANT Creation and marking of registers for modules
The Centre for Engineering and Design Education
Organise groups
Add comments
Schedule meetings
Upload related files
Email groups
View attendance records
View personal information
Access course marks
CO-TUTOR The staff and student relationship management system
The Centre for Engineering and Design Education
FLEXIBILITY & CONTINUITY: Supporting a learner’s journey
Personal welfare and guidance: Personal tutors, elite athletes’ welfare officers
Academic performance:
Foundation year tutors, lecturers, key skills support
Personal development planning: personal tutors, skills development officers
Attendance monitoring: course tutors, programme monitors
Supervision of placement activities: Placement co-ordinators, industrial supervisors
Research supervision: cross-department supervisors,
Graduate School ‘training needs’ advisors
Disability, additional needs & course support: support officers, departmental admin
CO-TUTOR The staff and student relationship management system
Main menu for access to all students, personal
messages and monitoring reports
Quick access to different cohorts of students and personalised
bookmark groups
Personal summaries of
tutee meetings, commenting and
attendance
Useful links to support personal
tutors and supervisors
Select multiple tutees and perform
group actions
Quick action links and attendance
summaries
Home Page for Tutors
Automated and custom flags can
be added
A Student’s Record
Data feeds of personal info and grades from
corporate systems
A history of comments, notices and files added to a student’s record
Comments are categorised to
aid viewing permissions e.g. only allocated
research supervisors can
see comments in the Research
section
Actions that any staff can perform
on a student’s record
The Centre for Engineering and Design Education
“Monitoring” Approaches: Enhancements to current processes / systems
• Registers now marked as ‘critical’ or ‘optional’ • Checkbox for ‘include data in summary’ • Students can add a reason for absence • At the point of marking, an automated email can be sent to absent students • More detailed reports created on student attendance, including attendance
patterns • Students now have access to their own attendance record and are sent
emails (by welfare officer) to view it if their attendance drops below a certain level
• Automated emails generated to personal tutors on a regular basis
The Centre for Engineering and Design Education
Data Mining: Tremendous amounts of data are being collected about student behaviour and
activities
In the 2011 Horizon report Johnson et al. predicts that in the next two to five years, “Learning analytics promises to harness the power of advances in data mining, interpretation, and modelling to improve understandings of teaching and learning, and to tailor education to individual students more effectively” [8].
The Centre for Engineering and Design Education
Attendance Data Analysis
2004/5 2005/6 2006/7 2007/8 2008/9 2009/10 2010/11
Total marked present
25,372 37,899 62,017 79,428 116,335 151,012 271,373
Total number of records
38,715 56,395 89,930 117,062 166,027 215,031 386,247
Average attendance (%)
65.54 67.20 68.96 67.85 70.07 70.23 70.26
Diff (pp) +1.66 +1.76 -1.11 +2.22 +0.16 +0.03
Number modules 62 121 214 229 260 383 800
The Centre for Engineering and Design Education
Attendance Data Analysis Averages for 4221 students graduating between 2004 and 2009 who have had attendance recorded on at least 10 registers per year of study.
1st 78.80% 2.i 73.26% 2.ii 61.19% 3rd 58.36% Link between final UK degree classification and average attendance
The Centre for Engineering and Design Education
Service Design:
Data mining and data monitoring aims to identify patterns of behaviour that predict behaviour… Service Design, however, aims to manage points of contact of user and a service and improve experience /desirability.
The Centre for Engineering and Design Education
Service Design: students as owners of services…
Service Design is concerned with providing authentic customer focused, highly desirable, and pleasurable, services. It aims to foster a sense of ownership, and to include often intangible customer feelings about a service, representing them in a visual manner. Snook, a Service Design consultancy based in Glasgow, defines a service in the term Service Design as “…a co-created event that delivers value to the parties engaged in the interaction” [1].
The Centre for Engineering and Design Education
Service Design: students as customers, educators as panderers…
Students-as-customers, has very different connotations to students as customers: entitlement to satisfaction, a duty to complain. A University management team keen to exceed customers’ expectations.
The Centre for Engineering and Design Education
Service Design Workshops with students and staff – employability and the placement
experience ….feeding back into Co-Tutor ‘Mentoring’ software…
PROVIDES IMPORTANT METRICS: Enhances student experience
• Provides numerous monitoring reports that make the frequency and quality of support, provided by staff to students, completely transparent to senior colleagues and departmental managers.
• Attendance information used to view trends.
• Provides audit trails and accountability for the quality of care provided to students.
• Reports include; • Staff online activity
• Total number of comments per student
• Total number of student/staff meetings both missed and attended
• Distribution of alert flags
• Frequency of comments, meetings and emails
• % attendance across programme of module, year group or level of study
• Reports specific to tutoring type.
CO-TUTOR The staff and student relationship management system
IDENTIFICATION & MONITORING: Supporting struggling students
Detailed attendance reports highlight
struggling students
Internal messaging to notify relevant staff when comments are
added to records
Quick views of attendance summary and comment counts
Ability to send emails to personal tutors,
notifying of low attendance
Automated flagging of students with < 50%
attendance
CO-TUTOR The staff and student relationship management system
Loughborough University, UK
IDENTIFICATION & MONITORING: Supporting struggling students
CO-TUTOR The staff and student relationship management system
The Centre for Engineering and Design Education
1. The balance of automation versus human intervention.
2. More automated methods of capturing attendance seamlessly linked to current system
3. Complex user permissions to view student data as well as staff activity.
4. Who is monitoring the monitors?
5. Identification of ‘touch-points’ that are critically linked to completion.
RECOMMENDATIONS: Challenges to Address
http://cede.lboro.ac.uk
Andrea Wheeler Teaching and Learning Co-ordinator (Projects), The Centre for Engineering & Design Education
2012 Conference
http://progression.lboro.ac.uk
JISC Pedetal for Progression Project