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Designing a Student Progress Dashboard to Promote Student S elf-regulation and Support

Designing a Student Progress Dashboard to Promote Student S elf-regulation and Support Julie Vuolo, Principal Lecturer Email: j.c.vuolo@herts.ac.uk Twitter: julievuolo. Academic Skills Tutor. Personal Tutor. Module Leader. ITEAM Project I ntegrating T echnology E nhanced

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Designing a Student Progress Dashboard to Promote Student S elf-regulation and Support

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  1. Designing a Student Progress Dashboard to Promote Student Self-regulation and Support Julie Vuolo, Principal Lecturer Email: j.c.vuolo@herts.ac.uk Twitter: julievuolo

  2. Academic Skills Tutor Personal Tutor Module Leader ITEAM Project Integrating Technology Enhanced Assessment Methods for Student Support and Self-regulation Programme Tutor Electronic Voting Systems Student Progress Dashboard . Questionmark Perception Electronic Submission & Online feedback

  3. Student Progress Dashboard (SPD) A development which pulls together information about module level engagement and assessment performance data and presents it in the VLE Staff view: To help staff identify where support for individuals or groups of students might be needed Student view: To help students with the self-regulation of their studies

  4. Resource efficiency Feed forward Feedback timing ???? Assessment choice Employability Low v high stakes Formative Feedback type Summative Transferrable skills Authenticity Assessment criteria Assessment design Self-regulation and Student Support

  5. Average grade Modules Traffic lights (pre-set benchmarks) Skills and attributes

  6. Performance Indicator

  7. Filter students Set threshold

  8. Informing the development Student input: development meetings, focus groups (25 students; 22 male, 3 female; F/T and P/T; UG and PG), student view pilot (running now, 22 students), feedback meeting in May Staff input: development meetings, pilot of staff view in semester A (Business, Computer Science, Health, Engineering, Education, LMS) School projects (now): Conversations and Dissemination (Business, Health, Education, LMS, Engineering)

  9. Students feedback ..wanted to know where they were in relation to others – felt it would be a motivator to do better (didn’t feel it would de-motivate them to know they were at the lower end of the league table). ..said the currency/completeness of data is important ..wanted re-assurance that their information would only be seen by ‘those needing it’ ..were interested in what else could go in there e.g. book loans, attendance, module pass/fail rates (one-stop shop approach) ..would like a predictor or calculator for working out final classification

  10. Design considerations Access • Levels of staff access need to be agreed & processes developed to gate-keep access • It should be clear to students what levels of access exist • Entry to the SPD should be quick and easy e.g. icon click on homepage • Effective filters should be employed to allow staff to access relevant information quickly

  11. Design considerations Display Page content should be signposted clearly to aid navigation within the dashboard Links to other University information systems should be embedded in the SPD e.g. University Policies and Regulations on classification Data should be presented in a simple, unambiguous manner for clarity and to promote engagement Colour schemes should be simple and consistent to ensure clarity of presentation and to promote engagement Support Student and teachers should be taught how to use the SPD e.g. how to access, functionality, limitations, data interpretation and making use of the information.

  12. Implications • ?Increased student anxiety about progress • ?Increased requests for support (resource implications?) • Could the data help with other aspects of L&T e.g. BME attainment or Disabled student support? • Are teaching staff ready for analytics?

  13. Is there a correlation between the number of hits in the module site and the grade? Is there a correlation between the time of submission and the assignment grade?

  14. Key messages Giving students an insider view on their learning journey is important if they are to drive their own learning. Key messages: Use staff and student feedback to establish core design principles Make data accessible & understandable for students Help students understand how to use the data to make informed choices Encourage staff to use the data to be pro-active and reflective

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