Workshop Outputs: Blackboard User Group: Durham University #durbbu

The following is a transcript of the tasks we ran in the workshop at the Blackboard User Group hosted by Durham University (6th Jan). Malcom, please share ….

The background to the workshop tasks was around institutional readiness for Learning Analytics. The tasks where a little rushed due to timing issues (not my fault :-)).

Thanks to the attendees for participating, and I’ll leave it to them to interpret the outcomes.

The aim of the first task was to think about the attributes, qualities and characteristics of an engaged learner, and then explore the likely indicators they might use to measure engagement. The exercise fits into the Strategic Review / Planning as we seek institutional consensus around terminology, and understanding.

>> Could you describe the qualities, characteristics and attributes of an engaged learner at your institution

• Attends all types of timetable sessions. They take part in assessment activities. Performing to their capability. Making progress.
• Enthusiasm, interest in the their subject, and willingness to share in the whole experience
• An active learning student (high attendance in teaching and learning), with regular contact, successful outcomes and is happy
• accessing reading material (in VLE course library etc.,), watching lecture recordings, submitting work in time, completing formative assessment, engagement in tutorials, leading in group work & discussions, and joining clubs
• Attends sessions, use of available resources, intrinsically motivated, participants in discussions and peer groups, gets desired results.
• Participates in sessions, activities, collaborates and communicates. Asks questions, is inquisitive and uses feedback to improve work

>> Based on your description, how would you measure student engagement? What are the top five indicators of an engaged student?

1. Attendance
2. Assessment – completion
3. Assessment – grades

Group 2

1. Competition of assessments
2. Extra curricular activities, including external commitments
3. Self declared data

Group 3

1. Attendance
2. Submissions of assignments
3. Quality of communication
4. Pass / fail of outcomes
5. Happiness
6. Support requested / received

Group 4

1. VLE data
2. Door access data
3. SIS data

Group 5

1. Attendance
2. Submission
3. Contribution to online and/or face to fave sessions
4. Access to resources (library and online)
5. Evidence of critical thinking

Group 6

1. Library usage
2. Attendance
3. Grade history
4. Wifi tracking
5. Course triggers

Group 7

1. Attendance
2. Activity competition (formative assessment)
3. Activity of course (discussion boards, forums)
4. Achieving desired grades

The “elevator pitch to a PVC within your institution on the benefits of Learning Analytics within teaching, learning and assessment” task was not so easy to analysis (or actually write up !!! – as I mentioned in the session, but would anyone listen to me). An emerging theme was to pitch the concept that we have lots of data, so what questions do you want answering?

One group did take a slightly different approach;

Healthy Body, Healthy Mind: Using on campus purchases of food and drink (including alcohol) and compare this to academic performance.


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