Data-informed improvements in learning and teaching

The story so far on this @jisc #codesign16 discussion

  1. As we approach the half way point in the conversation around this #codesign16 challenge, I thought I'd summarise the discussion so far and point to some key blog posts.
  2. Much of the early discussion has flagged concern about the dangers of an entirely data-driven approach - recognition that decisions can only ever be informed by data, that a wide range of types of evidence are necessary, and that we need to listen to and understand the experiences of participants in the educational process.
  3. Discussion around the learning analytics events last week highlighted how data gathered for predictive analytics - to identify students at risk of underachievement or dropping out - can also be used to explore areas for improvement within courses, and how to design learning opportunities and support systems so that students can be supported to gain the best outcomes.
  4. Links between activity data from learning analytics and other more traditional approaches of measuring learning gain will be interesting to pursue.
  5. So what's already happening in the use of data to improve teaching, learning and student outcomes? Here's a summary of the Jisc learning analytics network event last week:
  6. I picked up a couple of examples from the schools sector at the #edtechuk summit on Friday:
  7. Marieke Guy of QAA summarised how data is currently being used in quality assurance. She gives some interesting examples of institutional practice in the use of data- and evidence-informed approaches at the end of her post.
  8. The examples include the work which has been going on over the last few years at Manchester Met, slides for which are below:
  9. In the aftermath of the US presidential election, Lawrie Phipps and Sheila MacNeill both highlighted the salutory lessons for an over-reliance on data and analytics. Sheila also highlighted that we can't get too carried away about the potential of data before we address fundamental things like actually getting access to that data from a range of systems, and making sure we have the right processing agreements in place.
  10. Myles Danson summarised the great work that's been done in the heidi lab project to bring together a range of data sources to answer the questions which planners and managers in HE need to explore
  11. And if you're wondering how all this fits with the TEF, I loved this piece in the Guardian by @paulashwin
  12. We had a good discussion on the theme of data-informed improvements on Wednesday's #LTHEchat. Some key points from the literally hundreds:
  13. Q2: What data would you want about campus & facilities and student usage to help improve their learning experience?
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