From Managing to
Improving Learning
Iris Chan
Marketing Director, Asia Pacific
D2L
Personalization of Learning...
At Scale
Personalization of Learning...
At Scale Student retention in large cohorts. How do you personalise
the learning experience?
• Automated personalized messages
sent to students in response to
actions or when specific criteria are
met
• Very little setup time
• Retention: Reminder after a certain
period of inactivity
• Engagement: Encourage students
with low marks to access resources or
seek help
• Motivation: Recognise students with
high marks
An example from Deakin University: Intelligent Agents
Email Users based on Intelligent Agent Criteria
• Audio and video feedback
built-in during grading
process
An example from Deakin University: Audio and Video Feedback
Insert screenshot of Video feedback
Impact
Deakin University
11,000 90% 30 tutors assess
Journal entries that of other
same-year units
2x Retention rate As high as
Retention rate
for large
subjects
Retention
during the first year
Attendanc
e Tool
Intelligent
Agents
User
Progress
Tool
Triangulation of Automation
Tools to Increase Retention
Victoria University
How to Keep Students Highly Engaged?
“…bored students are dropping out of
online classes while pleading for richer
and more engaging online learning
experiences.”
Bonk, C (2002) Online Teaching in an Online World,
USDLA Journal, 16(1), January 2002
Gamification
Using Release Conditions in Gamification
Add One or More Release Conditions to an Item
Create a New Release Condition
How to align skills to be relevant
to the needs of industry?
• Capture evidence of learning and document a learning journey
• Reflect
• Showcase achievements to multiple audiences
• Share items and get feedback
• Align items with learning objectives.
• Self and peer assessment
Work Integrated Learning with
ePortfolio
Work Integrated Learning with
ePortfolio
• Predict final grades
• Identify early risks
• Assess engagement and
connectedness
• Track performance trends
Improving Outcomes
and Achievement
Risk detection and timely intervention
Risk detection and timely intervention
“Teaching online requires a faculty member to think differently about teaching and learning, learn a host of new technological skills, and engage in ongoing faculty development for design and development of quality online instruction.”
Fish, W and Wickersham, LE (2009) Best practices for online instructors: Reminders, Quarterly Review of Distance Education, Fall 2009, 10(3), 279-284
Thank you
Brightspace.com