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Affective-Behaviour-Cognition (ABC) Learning Gains
ProjectOpen University 15-02-2016
https://twitter.com/LearningGains
ABC approach
Project management
• Project team:• Three universities bring together their expertise to the ABC project
• Project management: • Project team meets monthly over skype• Everyone has access to shared folders• Within universities meetings are held every week • 2nd face-to-face meeting of all partners (Sep)
Open University Team• Strength• Learning analytics• Quantitative data analysis• Assessment• Online learning and learning design• Cross-sector thinking and working
• Responsibilities• Overall leading the project• Leading the Phase 1 of the project
(secondary data analysis)• Phase 1 ethics applications• Developing models of learning gains
Dr Bart RientiesDr Jekaterina Rogaten
Prof Denise Whitelock
Dr Simon CrossProf Allison Littlejohn
Open University1. Learning AnalyticsLargest VLE datasets of affect, behaviour and cognition of 200K students, with 2 large scale implementations of predictive modelling
2. Learning DesignExtensive modelling of learning designs (OULDI)
3. Student Experience on a ModuleExtensive datasets of students’ experiences with blended and online learning
Oxford Brooks University Team
Prof Rhona SharpeDr Ian Scott
StrengthExpertise in learners’ experienceMixed-methods approachMeasures of learning and engagementLearning analytics
ResponsibilitiesCo-leading Phase 2 of the projectIn depth-interviews and diary data collectionTesting validity of self report measures of learning gainsTriangulation
Oxford Brookes University1. Academic Performance Tracking Tool Presents staff with data from student information system, NSS and module evaluations in form of dashboards used for module and programme reviews.
2. Grade Point AverageProvides students with information about their progress. Provides staff with a more nuanced indicator of attainment.
3. Survey of Student EngagementDeveloped own scales for monitoring student engagement with Assessment Compact, Academic Advising and Graduate Attributes.
University of Surrey Team
ResponsibilitiesCo-leading Phase 2 of the projectTesting the validity of the self-reported measures of learning gains (+OB)Testing the validity of learning analytics modelling (+OU)Dissemination: website and Twitter
Prof Ian Kinchin Prof Steven Warburton Dr Simon Lygo-Baker
StrengthUniversity pedagogy and concept mapping Educational technologiesExpertise in innovative teaching approaches development
University of Surrey
• Business Intelligence - Progression Analysis project has built / is building:• Live data on students who are at risk, to act as an early warning indicator so that active support
measures can be put in place;• Visualisation of data via dashboards for academics to put in place appropriate actions;• Extension into WP & Outreach domain with specific data feeds, modelling, and a WP progression
dashboard.
• Institutional success: • Ability to makes links between what gains our students make in correlation with an institution which
has high levels of satisfaction and has enhanced learning and teaching across all Faculty.
WP5 – social media presence: Wordpress blog and Twitter feed
Learning gain literature review – in progress
1) Self-reported measures of learning gain 2) Average Normalized gain (post-pre)/(Nq-pre) 3) Percentage change (Post-Pre)/Pre4) Raw change (Post-Pre)
• Literature review shows that the concept of learning gain primarily used to examine the effect of any particular educational ‘intervention’
• Web of Science core collection • The time frame of the search 1995 - 2015. • The key word search included: “learning gain*”, higher education, college, graduate, not school, not child. • In total 188 studies were identified. • Review criteria:
1) Does the study assesses learning gain? 2) What learning gain was examined i.e., behavioural, affective, cognitive? 3) How was it measured?
Triangulation
Quantitativ
e
Academic performance
VLESatisfaction
Interviews
Diary
Module design
Structure of the ABC project Socio-Demographic
Timeline
Current progress• Phase 1• Ethics approval
• Ethics are now obtained for the Phase 1 at the OU
• Secondary data analysis • Collected (OU)
• Demographics data• Academic performance data• Module information data
• In progress (OU)• VLE data (e.g., discussion
participation, number of visits, length of visits)
• Students satisfaction data
• Secondary data analysis• Data cleaning and descriptive
statistics
Current progress: Example Arts AA100• The arts past and present
• 30 week, 60 credit, Level 1 module
• Introduces to university-level study in the arts across a range of subject areas - art history, classical studies, English, history, philosophy, music and religious studies.• Assignment 01 (10%)
• Assignment 02 (10%);
• Assignment 03 (15%);
• Assignment 04 (20%);
• Assignment 05 (15%);
• Assignment 06 (20%);
• Assignment 07 (10%)
• 25% - BA (Honours) History, 19% - BA (Honours) Humanities, 16.2% - BA (Honours) English Language and Literature, 12.5% - BA (Honours) English Literature
• Design: 75% Assimilative, 20% Assessment, 4% Productive
Participants
3262 students from years 2013/14 and 2014/15
2147 Females (age M=33.2, SD=12.8) & 1115 Males (age M=35.5, SD=14.2)
Motivational orientation:
36.8% - employment and personal development, 13.6% - employment, 23.9% - personal development
Occupational status:
43.9% in full-time employment, 24.2% part-time employment, 13.4% not in paid work, 10.9% unemployed
93.2% White; 19% reported study disability
50% have A level or equivalent, 30.9% have below A level, 14.3% have HE qualification
81.4% were only taking AA100 module
Current progress: Example Arts AA100
Current progress: Example Arts AA100
Current progress: Example Arts AA100
Next step: Multilevel Modelling
Level 1
Level 2
Level 4
Level 3
ABC1
Student1
ABC3 ABC1 ABC2 ABC3 ABC1 ABC2 ABC3ABC2
Student2 Student3
Course1 Course2
University1 University2
ABC1 ABC2 ABC3
Student4
ABC1 ABC2 ABC3
Student5
Course3
Dissemination
• Inside government - Measuring Learning Gain in Higher Education (May)• Presentation on ABC project
• EARLI conference (August)• Presentation of the 3-level model for OU students sample
• SRHE conference (December)• Presentation of the 4-level model for OU+OB+US students samples
• Stakeholder dissemination event (Sep) • [BART TO ADD DETAILS]
• Literature review (April)• Meta-analysis to be submitted to Educational Research Review or Review of Educational
Research.
Affective-Behaviour-Cognition (ABC) Learning Gains
ProjectOpen University 15-02-2016
https://twitter.com/LearningGains