A Framework to Support Interdisciplinary Engagement with Learning Analytics

Learning analytics can provide an excellent opportunity for instructors to get an in-depth understanding of students’ learning experiences in a course. However, certain technological challenges, namely limited availability of learning analytics data because of learning management system restrictions, can make accessing this data seem impossible at some institutions. Furthermore, even in cases where instructors have access to a range of student data, there may not be organized efforts to support students across various courses and university experiences. In the current chapter, the authors discuss the issue of learning analytics access and ways to leverage learning analytics data between instructors, and in some cases administrators, to create interdisciplinary opportunities for comprehensive student support. The authors consider the implications of these interactions for students, instructors, and administrators. Additionally, the authors focus on some of the technological infrastructure issues involved with accessing learning analytics and discuss the opportunities available for faculty and staff to take a multi-pronged approach to addressing overall student success.https://scholarworks.wm.edu/educationbookchapters/1045/thumbnail.jp

Work-based learning: creating capacity for workforce redesign

Aims:   To highlight the interdependence of work-based learning and local workforce changes and the potential for workforce redesign in line with local and national drivers.Objectives:   The objectives for the workshop are to:•Challenge the idea that work-based learning is an end as an educational experience in itself;•Propose the importance of work-based learning as a means to create a responsive workforce;•Advocate collaborative curriculum development for work-based learning; and•Demonstrate the value of a learning contract.Work-based learning (WBL) has now become standard educational practice for a variety of reasons. Emerging from the need to enhance experiential learning, WBL has, arguable, been able to nestle theoretical knowledge in practice. Students realise the relationship between knowledge (particularly theoretical in nature) and practice (Raelin 1997). WBL has supported access to learning opportunities with this type of learning being more flexible and focused. The value of WBL is acknowledged in the literature both for the trainee (e.g. (Blundell et al 1996); IES 2000) as well as the employer (OECD 1998). But what are some of the benefits? In relation to the proposed workshop, some evidence suggests that WBL increases the ability of individuals to perform different, often more demanding roles (Scottish Executive 2002). This workshop aims to show that WBL can do more than just enhance the range of tasks individuals can perform, but support (a) the development of entirely new roles and (b) reflection on the type of workforce needed.The presenters will outline the work that has been undertaken as part of the Foundation Degree in Health and Social Care at the University of Southampton. We will demonstrate how we have adapted the WBL component in line with workforce change/redesign and the issues of placement capacity. The example will show how rehabilitation assistants have been defined as a distinct role within the local workforce as a direct response to financial pressures, as well as the experiences of the trainee and the employer of the WBL. Through a range of small group activities and challenges, we will illustrate the way in which we have worked with local partners to build workforce capacity by responding to local needs and collaboratively developing models for workforce. The workshop will actively encourage participants to reflect on their own experiences with the aim to develop forward looking plans to influence local change. By emphasising the link between WBL, collaborative curriculum design and workforce redesign, we aim to encourage individuals to develop responsive and innovative WBL modules that go beyond the student experience. Whilst we will not provide “the best solution” for WBL, we hope to show how education establishments and employers achieve success in both work based learning as an instrument of workforce change and educationally rigorous learning opportunities

Increasing participation and access through a new Foundation Degree - Southampton University's experience

Foundation Degrees are becoming established and attracting increasing numbers of students, including many interested in specific technical and generic areas of health and social care. Professional bodies are grasping the nettle, developing guidance and recommendations cautiously supporting developments whilst seeking to ensure both workforce innovations and quality standards are embedded.Following a rigorous audit of a two year pilot programme by the Health Care Innovation Unit at Southampton University, a new Foundation Degree in Health and Social Care has attracted active involvement across Schools, Faculties, local employers and education commissioners.Combining the core features of a Foundation Degree with practice and academic requirements has led to an innovative programme which has succeeded in attracting a diverse and non-traditional student group. The inclusion of a dedicated self development strand has enabled the focus upon ‘learning to learn’ to be prioritised, resourced and given status. This in turn has enabled students who would not be accepted directly into an Honours degree programme to return to education, learning and integrating skills and practical experiences at the same time as improving study skills. This feature differentiates the programme from alternative precursors to Higher Education, where learning to study is a classroom based activity rather than part of an integrative, motivating experience. Working with the School of Health Professions and Rehabilitation Sciences has ensured progression routes through to the BSC (Hons) in Occupational Therapy and five other professional programmes. This session will describe and give scope for discussion of the many challenges and opportunities presented

Beyond inequality? A case study of progression, achievements and experiences of health and care workers in higher education, 2005–2011

During the first decade of the new millennium, the New Labour government promoted a discourse of inclusion in health and care work in two central ways:• A restructured career ladder was introduced with the aim of offering advancement based on ability.• The Foundation degree was introduced, as an attempt to open up access to health education in higher education (HE).This paper focuses on the latter, analysing the progression statistics of all entrants to one Foundation degree (at a research-intensive university) over six years. Two groups of students are discussed: those who attained honours degrees and professional qualifications (30% of all who continued) and those who left with no qualifications (19% of all entrants).In order to move beyond typologies that seek to correlate personal characteristics with the likelihood to achieve, we reflect on the contextual and social factors reported by students. Interviews reinforce the importance of peer support and the prospect of a professional career. The dataset examined here would suggest that the range of student voices needs to be attended to with greater sensitivity if the plurality of student perspectives and needs are not to be obscured. The data here enables a more profound consideration of what inclusion could mean