Post on 07-Feb-2017
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– Go to– b.socrative.com and follow ‘student
login’– Room = “WAFORUM”
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Personalising learning and support in large classes
Standing out from a Crowd
SumAll CC BY-NC-ND 2.0https://flic.kr/p/kYbv4C
Professor Adam BridgemanDirector, Educational InnovationDeputy Vice Chancellor (Education) Portfolio
Australian National Learning and Teaching Fellow
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A future of personalised learning and support
Supporting students
transition to university
Personalised online
learning and support
Active and social learning
with an inquiry focus
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Opportunities for personalisation
Semester
WeekLabLecture Lecture
Break Stuvac ExamsWeek 1
Test
Pre-work
Pre-work
Post-work
Report ExamTest
OnlineDiscussion forum
LMS Videos Quizzes
Other tools/resources
Tutorial
Post-work
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Re-engaging students with lectures– Multiple streams of
lectures – 20+ lecturers with
varying styles, engagement and experience
Students Lecturer
WeekLecture
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Preparation encourages participation (including attendance)– Pre-lecture videos made with screen capture software– Mastery quizzes which students can repeat (& repeat & repeat)– Provides data before class on potential issues
firstyear.chem.usyd.edu.au/iChem/
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Social and active face-to-face time
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POGIL-style worksheets
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– Learning cycle of exploration, concept invention and application– Students work in a discovery team-based environment
– Maximum length of 2 sides
– Interspersed with mini-lectures, feedback and discussion
– Instant and constant feedback on level of understanding and misconceptions
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Formative assessment
Finding out students’ knowledge and misconceptions during learning to modify them and provide feedback
– In class activities and polls– measure students understanding and misconceptions– identify ways to engage and bring out ideas– Go to
– b.socrative.com and follow ‘student login’– Room = “WAFORUM”
– Low stakes online and in-class ‘formal’ quizzes
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Opportunities for personalisation
SemesterBreak Stuvac ExamsWeek 1
Test Report ExamTest
OnlineDiscussion forum
Blackboard
Videos Quizzes
Other tools/resources
WeekPre-work
Post-work
Post-work
Pre-work
Lecture Lab TutorialLecture
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Designing assessments to give feedback and provide data– ‘Fast and personal feedback’ on MCQ tests and assignments
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Personalising learning support
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Active learning online: aggregating and tagging resources
Curating of resources by staff and students
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Using data to personalise support
SemesterBreak Stuvac ExamsWeek 1
Test Report ExamTest
OnlineDiscussion forum
Blackboard
Videos Quizzes
Other tools/resources
WeekPre-work
Post-work
Post-work
Pre-work
Lecture Lab TutorialLecture
How do you know students are engaged and succeeding?
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Using data to personalise support
SemesterBreak Stuvac ExamsWeek 1
Test Report ExamTest
OnlineDiscussion forum
Blackboard
Videos Quizzes
Other tools/resources
WeekPre-work
Post-work
Post-work
Pre-work
Lecture Lab TutorialLecture
Last login
Posts, views
Views
Marks, attemp
ts
Marks, outcom
es
Marks
Attendance,
comments, grades
Attendance,
comments, grades
Submission,
marks, feedback
Marks, outcom
es
Marks
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Meaningful and personalised actions from data
Data starts to enable each teacher to support each individual personally:– Provide remedial or
additional academic support & advice
– Target encouragement
– Provide targeted and relevant feedback
– Target limited student support services
Test Report
Discussion forum
Blackboard
Videos
Quizzes
Pre-work
Class
Last login
Posts, views
Views
Marks, attemp
ts
Marks, outcom
es
Marks
Attendance,
comments, grades
Submission,
marks, feedback
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The Student Relationship Engagement System
Customised web portal
Email and/or SMS
In situ
Machine learning
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Customisable, personalised, and targeted feedback
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Emails and/or SMS: personalised feedback
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Customisable web portal
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In situ: data-enriched interactions
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How academics are using the SRES– Personalising student contact
– Unenrolment/withdrawal advice– Providing further assistance– Referring to student services– Offering to discuss in person– Raising attendance, submission, completion,
performance issues– Reminders of upcoming assessments– Suggestions for improvement– Invitation to upcoming events– Acknowledging and encouraging improvements– Requesting feedback– Offering further work/study opportunities
Remedial
Progressive
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How academics are using the SRES
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Opportunities for personalisation
SemesterBreak Stuvac ExamsWeek 1
Test Report ExamTest
OnlineDiscussion forum
Blackboard
Videos Quizzes
Other tools/resources
WeekPre-work
Post-work
Post-work
Pre-work
Lecture Lab TutorialLecture
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Impact of personalising learning support
This is my fourth year at University and this is the first time a teacher has sent a personal
email like this giving advice.
Many thanks Adam. I really appreciate how you keep in contact and keep an eye on us. It's such a big class, I don't know how you do it.
With the SRES we have had a reduction in absent fails to
none [per year]. Students have also commented that the
personalized emails helped make them feel like their work was valued and helped them stay
on track. Student engagement has also increased with the
number of students completing online activities increasing from
approximately 50% to 98%.
When I tried the SRES for the first time, I was blown away by the immediate reaction from my students… [they] were really pleased to have been singled out and either offered help or praised for their efforts. This is motivating for both ends of the spectrum… [The SRES] engages students easily and effectively.
I've found the SRES to be a useful motivational tool… I was surprised and gratified by how much students valued our encouragement and recognition… It shows how helpful the SRES is in allowing us to give the kind of personalised attention to students that time wouldn't otherwise allow.
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Impact of personalising learning support– Nursing
– Students more connected to teachers– Reduced absent fails– Increased completion of compulsory work
– Sciences– Students feel more connected to teachers– Reduced absent fails– Reduced attrition (saved $700k)– Merit grade distribution shifted right
– Engineering– Increased unit of study survey (USS) feedback scores
– Health sciences– Improved attendance in class
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Week 4 // Open Door – peer observation
Socialise peer observation
Involve all faculties
Encourage cross faculty conversations
Highlight novel teaching approaches
Celebrate great teachers
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First year coordinators program
– The educational leadership and importance of the first year coordinator cannot be overstated– Coordinators from every faculty given workload relief to attend
highly practical program– Personal career enhancement include support for Higher
Education Academy Fellowship application– Tools for improving the student experience, linked to unit of
study evaluations and faculty key performance indicators.– Constructive peer feedback on their teaching and unit design– Fortnightly sessions in phase with semester tasks
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Thank you
adam.bridgeman@sydney.edu.au
@AdamBridgeman
Teaching@Sydney
@SydneyEduInnov
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Student comments on approach– I actually genuinely looked forward to and was excited to attend (unlike most other classes I've taken
this year).
– …. so good I'm considering changing my degree to organic chemistry or biochemistry.
– They're great at keeping the subject matter interesting and make understanding the concepts super easy
– “Keeps me on task throughout semester and means I come to lectures with a head start
– Creative and interactive environment that is engaging to learn in.– They gave a good background/starting point into the content in the upcoming week, which made the
content easier to learn since it wasn’t the first time we were exposed to the content. They made me feel more prepared for lectures and were a nice summary for revision.
– I think they were great because even in the weeks when I felt so busy, and other study plans had to be put aside, I felt motivated to make the time to watch the video and do the quiz. They helped with lecture content too.
– By the end of semester I valued the extra exposure to content that the videos provided, and I wished that I had them in other subjects.
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Incentives to attend lectures
Workshee
ts*
Feedback*
Timing of le
cture
Content
Lecturers
Exam/m
arks
Demonstrations*
Personal in
teraction*
05
10152025303540
Semester 1 Semester 2
Num
ber o
f Stu
dent
s
* = Active Learning
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Perceptions of online learning materials
“The video lectures were useful to my
learning”
“The pre-lecture
quizzes were useful to my
learning”
Strongly Disagree .
Disagree
Neutral
Agree
Strongly Agree