wa forum personalised learning and support

– Go to– b.socrative.com and follow ‘student

login’– Room = “WAFORUM”

Personalising learning and support in large classes

Standing out from a Crowd

SumAll CC BY-NC-ND 2.0https://flic.kr/p/kYbv4C

Professor Adam BridgemanDirector, Educational InnovationDeputy Vice Chancellor (Education) Portfolio

Australian National Learning and Teaching Fellow

A future of personalised learning and support

Supporting students

transition to university

Personalised online

learning and support

Active and social learning

with an inquiry focus

Opportunities for personalisation

Semester

WeekLabLecture Lecture

Break Stuvac ExamsWeek 1

Test

Pre-work

Pre-work

Post-work

Report ExamTest

OnlineDiscussion forum

LMS Videos Quizzes

Other tools/resources

Tutorial

Post-work

Re-engaging students with lectures– Multiple streams of

lectures – 20+ lecturers with

varying styles, engagement and experience

Students Lecturer

WeekLecture

Preparation encourages participation (including attendance)– Pre-lecture videos made with screen capture software– Mastery quizzes which students can repeat (& repeat & repeat)– Provides data before class on potential issues

firstyear.chem.usyd.edu.au/iChem/

http://firstyear.chem.usyd.edu.au/iChem/



http://firstyear.chem.usyd.edu.au/iChem/galvanic_cells.shtml

http://firstyear.chem.usyd.edu.au/iChem/lewis.shtml

Social and active face-to-face time

https://scilearn.sydney.edu.au/fychemistry/iChem/orbitals.cfm

POGIL-style worksheets

8

– Learning cycle of exploration, concept invention and application– Students work in a discovery team-based environment

– Maximum length of 2 sides

– Interspersed with mini-lectures, feedback and discussion

– Instant and constant feedback on level of understanding and misconceptions

http://firstyear.chem.usyd.edu.au/iChem/vibrations.cfm

Formative assessment

Finding out students’ knowledge and misconceptions during learning to modify them and provide feedback

– In class activities and polls– measure students understanding and misconceptions– identify ways to engage and bring out ideas– Go to

– b.socrative.com and follow ‘student login’– Room = “WAFORUM”

– Low stakes online and in-class ‘formal’ quizzes


SemesterBreak Stuvac ExamsWeek 1

Test Report ExamTest


Blackboard

Videos Quizzes


WeekPre-work

Post-work

Post-work

Pre-work

Lecture Lab TutorialLecture

Designing assessments to give feedback and provide data– ‘Fast and personal feedback’ on MCQ tests and assignments

Personalising learning support

12

Active learning online: aggregating and tagging resources

Curating of resources by staff and students

Using data to personalise support




Blackboard

Videos Quizzes


WeekPre-work

Post-work

Post-work

Pre-work


How do you know students are engaged and succeeding?

Using data to personalise support




Blackboard

Videos Quizzes


WeekPre-work

Post-work

Post-work

Pre-work


Last login

Posts, views

Views

Marks, attemp

ts

Marks, outcom

es

Marks

Attendance,

comments, grades

Attendance,

comments, grades

Submission,

marks, feedback

Marks, outcom

es

Marks

Meaningful and personalised actions from data

Data starts to enable each teacher to support each individual personally:– Provide remedial or

additional academic support & advice

– Target encouragement

– Provide targeted and relevant feedback

– Target limited student support services

Test Report

Discussion forum

Blackboard

Videos

Quizzes

Pre-work

Class

Last login

Posts, views

Views

Marks, attemp

ts

Marks, outcom

es

Marks

Attendance,

comments, grades

Submission,

marks, feedback

The Student Relationship Engagement System

Customised web portal

Email and/or SMS

In situ

Machine learning

Customisable, personalised, and targeted feedback

Emails and/or SMS: personalised feedback

Customisable web portal

In situ: data-enriched interactions

How academics are using the SRES– Personalising student contact

– Unenrolment/withdrawal advice– Providing further assistance– Referring to student services– Offering to discuss in person– Raising attendance, submission, completion,

performance issues– Reminders of upcoming assessments– Suggestions for improvement– Invitation to upcoming events– Acknowledging and encouraging improvements– Requesting feedback– Offering further work/study opportunities

Remedial

Progressive

How academics are using the SRES





Blackboard

Videos Quizzes


WeekPre-work

Post-work

Post-work

Pre-work


Impact of personalising learning support

This is my fourth year at University and this is the first time a teacher has sent a personal

email like this giving advice.

Many thanks Adam. I really appreciate how you keep in contact and keep an eye on us. It's such a big class, I don't know how you do it.

With the SRES we have had a reduction in absent fails to

none [per year]. Students have also commented that the

personalized emails helped make them feel like their work was valued and helped them stay

on track. Student engagement has also increased with the

number of students completing online activities increasing from

approximately 50% to 98%.

When I tried the SRES for the first time, I was blown away by the immediate reaction from my students… [they] were really pleased to have been singled out and either offered help or praised for their efforts. This is motivating for both ends of the spectrum… [The SRES] engages students easily and effectively.

I've found the SRES to be a useful motivational tool… I was surprised and gratified by how much students valued our encouragement and recognition… It shows how helpful the SRES is in allowing us to give the kind of personalised attention to students that time wouldn't otherwise allow.

Impact of personalising learning support– Nursing

– Students more connected to teachers– Reduced absent fails– Increased completion of compulsory work

– Sciences– Students feel more connected to teachers– Reduced absent fails– Reduced attrition (saved $700k)– Merit grade distribution shifted right

– Engineering– Increased unit of study survey (USS) feedback scores

– Health sciences– Improved attendance in class

Week 4 // Open Door – peer observation

Socialise peer observation

Involve all faculties

Encourage cross faculty conversations

Highlight novel teaching approaches

Celebrate great teachers

First year coordinators program

– The educational leadership and importance of the first year coordinator cannot be overstated– Coordinators from every faculty given workload relief to attend

highly practical program– Personal career enhancement include support for Higher

Education Academy Fellowship application– Tools for improving the student experience, linked to unit of

study evaluations and faculty key performance indicators.– Constructive peer feedback on their teaching and unit design– Fortnightly sessions in phase with semester tasks

Thank you

[email protected]

@AdamBridgeman

Teaching@Sydney

@SydneyEduInnov

Student comments on approach– I actually genuinely looked forward to and was excited to attend (unlike most other classes I've taken

this year).

– …. so good I'm considering changing my degree to organic chemistry or biochemistry.

– They're great at keeping the subject matter interesting and make understanding the concepts super easy

– “Keeps me on task throughout semester and means I come to lectures with a head start

– Creative and interactive environment that is engaging to learn in.– They gave a good background/starting point into the content in the upcoming week, which made the

content easier to learn since it wasn’t the first time we were exposed to the content. They made me feel more prepared for lectures and were a nice summary for revision.

– I think they were great because even in the weeks when I felt so busy, and other study plans had to be put aside, I felt motivated to make the time to watch the video and do the quiz. They helped with lecture content too.

– By the end of semester I valued the extra exposure to content that the videos provided, and I wished that I had them in other subjects.

Incentives to attend lectures

Workshee

ts*

Feedback*

Timing of le

cture

Content

Lecturers

Exam/m

arks

Demonstrations*

Personal in

teraction*

05

10152025303540

Semester 1 Semester 2

Num

ber o

f Stu

dent

s

* = Active Learning

Perceptions of online learning materials

“The video lectures were useful to my

learning”

“The pre-lecture

quizzes were useful to my

learning”

Strongly Disagree .

Disagree

Neutral

Agree

Strongly Agree