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Student engagement in teaching, learning and assessment

Student engagement in teaching, learning and assessment. @ mikehamlyn. Image: world.edu. Outline. Individual engagement retention and success a sense of belonging Benefits of engagement for the individual and society Engagement Outcomes Module and award level Public informatiion

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Student engagement in teaching, learning and assessment

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  1. Student engagement in teaching, learning and assessment @mikehamlyn Image: world.edu

  2. Outline Individual engagement retention and success a sense of belonging Benefits of engagement for the individual and society Engagement Outcomes Module and award level Public informatiion League Tables What can we do with the data portfolio performance how to get “smart” how to improve outcomes from better engagement The future How will we carry on?

  3. Is this engagement? How do you know? Does this reflect reality? What will engaged students look like in the future?

  4. Individual Engagement • Student Retention and Success Project • 1. At the heart of student retention and success is a strong sense of belonging in HE for students. This is most effectively nurtured through mainstream activities that all students participate in. • 2. The academic sphere is the most important site for nurturing belonging. • 3. Specific interventions cannot be recommended over and above each other. Rather the institution, department and programme should all nurture a culture of belonging. • 4. Student belonging is an outcome of: supportive peer relations; meaningful interaction between staff and students; developing knowledge, confidence and identity as successful HE learners; and an HE experience which is relevant to interests and future goals.

  5. Benefits of engagement Engaged students get better outcomes Celebrating individual success Maximising individual rewards Maximising contribution to society Market and non-market benefits

  6. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/254101/bis-13-1268-benefits-of-higher-education-participation-the-quadrants.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/254101/bis-13-1268-benefits-of-higher-education-participation-the-quadrants.pdf

  7. How do we do this in a region of low aspiration?

  8. Engagement Outcomes Module outcomes award level outcomes Student surveys employability

  9. Engagement Outcomes • Students act increasingly as engaged consumers • Access price comparisons • Access to performancecomparisons • Demand better outcomes • University needs to optimise • Module and award level outcomes • Student survey results • Public information • League Tables

  10. An engaged student reads….. An engaged student contributes to… • Inputs • Spend per student • Staff student ratios • Entry standards • Research ratings • Cost of living • Spend on services • Faculty spend • Outcomes • Number of “good” degrees • National Student Survey results • Retention rates • Employability

  11. Student Input to Information Used in 3 areas: • League tables/KIS (external) • Portfolio performance review (internal) • Award annual monitoring (internal) • National Student Survey • Measure of final year students • Questions on satisfaction with course • Satisfaction with teaching and learning • Satisfaction with assessment and feedback • Degree results • Retention • Employability

  12. League Tables – a mirror.

  13. League Tables

  14. 67/119

  15. 62/119

  16. 38/119

  17. 83/119

  18. 107/119

  19. 113/119

  20. 108/119

  21. Are we trying to improving position or performance? • Clearly, we can try to play the game of moving our league table position • What we really want to do is improve our performance in each of the key areas to make sure there is a sustainable and genuine change

  22. Student Input to Information Used in 3 areas: • League tables/KIS (external) • Portfolio performance review (internal) • Award annual monitoring (internal)

  23. Portfolio performance review • Measures: • Market • Academic outcomes inc good degrees • Student satisfaction • Employability • Uses • Comparison against targets • Comparison between awards • Annual monitoring • Portfolio decisions

  24. Student Input to Information Used in 3 areas: • League tables/KIS (external) • Portfolio performance review (internal) • Award annual monitoring (internal)

  25. Annual Monitoring • Key part of quality process • Reflection on award performance • Reflection on student engagement and outcomes • Statistics – progression, achievement, retention • Response to external examiner comments • Reflection on employer input • Staffordshire Graduate • Reports are made available to students, to demonstrate our engagement • Critically important for partner input, and to recognise joint responsibility for improvements

  26. How it fits together Student surveys League tables Student satisfaction Annual Monitoring Action Plans Student engagement and outcomes Course improvements reputation Market demand

  27. Improved engagement leads to improved outcomes • improved outcomes for individual students • Grades and classifications • Employability –getting into the right jobs • Satisfaction • Satisfying aspirations • improved overall outcomes • Institutional success and reputation • Changing the aspirations of our communities

  28. How institutional data and analysis can help? • Identifying performance metrics at module level • Identifying performance metrics for awards • Developing a culture where this analysis becomes embedded • Being prepared to deal with the issue!

  29. Improving individual engagement Using “big data”? Learning Analytics – can work if all systems joined up A way to encourage or check on student engagement? Every log in Every use of VLE – pages read, scores on formative tests Use of library – frequency, downloads, loans Attendance at class or online A way to audit teaching as well……. Or is this another example of technological solutionism? LEADERSHIP AND LEARNING ANALYTICS, http://www.educause.edu/library/resources/leadership-and-learning-analytics “To Save Everything, Click Here: Technology, Solutionism, and the Urge to Fix Problems that Don’t Exist” EvgeneyMorozov, pb Allen Lane 2103, ISBN-10:1846145481”

  30. How will we engage students in learning when: Half of what they learn in first year is out of date by the time they graduate? They will have maybe 10 different jobs in their career? The jobs they will do don’t even exist yetusing technology that isn't invented yet, to solve problems we don’t know are problems yet. 100 Billion queries a month on Google – who did we ask before? 90% of the data in the world was created in the last 2 years There are more students in the top 5% in China than all the students in the UK

  31. http://vimeo.com/58839986 • blogs.staffs.ac.uk/mgh1/ @mikehamlyn

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