Learning analytics: a case study of the process of design of visualizations

The ability to visualize student engagement and experience data provides valuable opportunities for learning support and curriculum design. With the rise of the use of learning analytics to provide actionable intelligence [1]on students\u27 learning, the challenge is to create visualizations of the data which are clear and useful to the intended audience. This process of finding the best way to visually represent data is often iterative, with many different designs being trialled before the final design is settled upon. This paper presents a case study of the process of refining a visualization of students\u27 learning experience data. In this case the aim was to create a visual representation of the continuity of care students were exposed to during a longitudinal placement as part of a medical degree. The process of visualization refinement is outlined as well as the lessons learnt along the way

Student retention and learning analytics:A snapshot of Australian practices and a framework for advancement

The analysis of data from user interactions with technologies is literally changing how organisations function, prioritise and compete in an international market. All industries have been influenced or impacted by the so called digital revolution and the associated analysis of user data. In the higher education (HE) sector this wave of data analytics has flowed through the concept of learning analytics (LA). This field of research has been touted as a game changer for education whereby the outcomes of LA implementations will address core education challenges. These include concerns regarding student retention and academic performance, demonstration of learning and teaching quality, and developing models of personalised and adaptive learning. While there is broad consensus across the sector as to the importance for LA there remain challenges in how such endeavours are effectively and efficiently rolled out across an organisation. The lack of institutional exemplars and resources that can guide implementation and build institutional capacity represents a significant barrier for systemic adoption. This report seeks to unpack these challenges to institutional adoption and provide new insights that can aid future implementations of LA and help advance the sophistication of such deployments. The study does so by interrogating the assumptions underpinning the adoption of LA in the Australian University sector and contrasting this with the perspectives of an international panel of LA experts. The findings and recommendations highlight the need for a greater understanding of the field of LA including the diversity of LA research and learning and teaching applications, alongside the promotion of capacity building initiatives and collaborations amongst universities, government bodies and industry

Exploring medical students’ use of technology

The use of Information and Communication Technologies (ICTs) are increasingly important in the delivery of medical education. Whilst the primary motivation for technology integration is to increase learning and teaching effectiveness, such decisions are sometimes based on assumptions of a high level of technological literacy of students entering higher education. Recent literature has challenged these assumptions instead presenting a more diverse picture of students’ experience and skill with technology (Kennedy et. al., 2007, Oliver & Goerke, 2007; Margaryan, Littlejohn & Vojt, 2011). This paper presents the results of surveys conducted with new graduate medical students designed to measure access to and confidence with technology. This data has been used by the medical school to monitor the technological profile of each cohort of students in order to implement suitable support activities and to provide an empirical foundation to inform decisions around the implementation of new educational technologies in the curriculum

Academic analytics in a medical curriculum: enabling educational excellence

The developing field of academic analytics seeks to turn data from educational systems into actionable intelligence for the improvement of teaching and learning. This paper reports on the implementation of analytics in a new medical school with an integrated curriculum and clinical focus. Analytics addressed two challenges in the curriculum: providing evidence of appropriate curriculum coverage and assessing student engagement and equity while on clinical placement. This paper describes the tools and approaches used, and outlines the lessons learnt. These lessons include the risk of a simplistic use of visualisations, their potential to generate important questions, the value of a flexible approach to tool selection, the need for relevant skills, and the importance of keeping the audience central. Although there is much further potential for the school to realise, academic analytics have already been a critical enabler of educational excellence

Capturing clinical experiences: supporting medical education through the implementation of an online Clinical Log

The capturing of data regarding medical students’ clinical experiences contributes constructively to the delivery and enhancement of the curriculum. In order to facilitate the capture of this data the University of Wollongong’s Graduate School of Medicine has implemented an online Clinical Log system using an iterative software development process to continually develop and refine the system to provide the most effective tool possible for students and staff. This paper reports on the progress of this project to date and outlines areas of future development and innovation

Development of a cross-faculty model for the enhancement of academic standards in assessment of work-integrated learning programs

The competetiveness of the graduate employment market has prompted universities to develop ways to enhance student employability. This has led to an increase in the adoption of work-integrated (WiL) programs across the university sector. As these programs become a more common element in university degrees, it is necessary for the academic standards of its related assessment to be examined. At the University of Wollongong (UOW) a number of academic programs incorporate a WiL component, but the methods of presentation and assessment vary considerably. From more traditional internship programs to innovative new problem-based learning models, the breadth and variety of WiL programs at UOW presents a challenge in establishing and maintaining quality. This paper presents the response to these trends and challenges through the development of a cross-faculty model for the assessment of WiL, which can be used by academics as a reference for future program design and review. Through a review of the literature, and audit of work-integrated learning programs at UOW and consultation with UOW academics, a model representative of the main stakeholders has been developed and will help to ensure academic standards are attained in all UOW work-integrated learning programs

Canvas New Analytics Online Workshop

(Recording of workshop from 7th May 2020) Canvas allows academics to track students’ engagement through the New Analytics tool, providing weekly activity information and course grade information. This information can help academics to identify students who may not have engaged with content and activities within the unit and provides a direct way to connect with them. This workshop session provided participants with an introduction to the functionality of the New Analytics tool and an opportunity to consider how it can be used in their own teaching context

Moving towards a university-wide implementation of an ePortfolio tool

The University of Wollongong has been strategically exploring ePortfolios since 2002. Building on lessons learnt from student trials across two different disciplines in 2002/3 and 2006, the project team is on the verge of implementing a university-wide ePortfolio tool customisable for all students across all faculties. This paper describes the steps taken on the road thus far, including a description and justification of a new project structure and consultative framework developed to guide the implementation