smarter learning: improving student engagement and outcomes professor hamish coates
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Smarter Learning: Improving student engagement and outcomes Professor Hamish Coates [email protected]. Growing momentum. Planning considerations. Case study large-scale surveys. Generalisable assessment model. What is the best university in the the country? How do you know ?. - PowerPoint PPT PresentationTRANSCRIPT
Growing momentu
m
Case study large-scale
surveysGeneralisable
assessment model
Planning consideratio
ns
What is the best university in the the country?
How do you know?
Plan
Act
Evaluate
Improve
Hunch
95%
75%
Shaping rationales
Rapid increases in scale
Ensuring quality outcomes
New robotic teaching
Institutional competitive positioning
Blended forms of learning
Faster, better, cheaper management
New generation faculty
Institutional competitive positioning
Simplistic rankings constraining growth
Need for multidimensional perspectives
Cost and pricing pressures
Hybrid business models and providersDiversification and stratification
Pervasive internationalisation
Big data analytic opportunities
Nuanced quality parameters
Learner expectations and segments
Little data
UniversalElite Mass
Effectiveness data
Happiness data
Institution inputs
Teaching inputs and processes
Student processes
and outcomes
Growing momentu
m
Case study large-scale
surveysGeneralisable
assessment model
Planning consideratio
ns
Quality and productivity frontiers
As getting-in gets easier, getting-out gets harder (or it should)
Engineering an engaged experience
Assessing learning outcomes
0
10
20
30
40
50
60
70
80
90
100
Academic Challenge Active Learning Student and Staff Interactions
Enriching Educational Experiences
Supportive Learning Environment
Scor
e
Australian University First year
Australian University Later year
New Zealand University First year
New Zealand University Later year
Canadian University First year
Canadian University Later year
United States University First year
United States University Later year
0102030405060708090
100
50 150 250 350 450 550 650 750 850 950
Stud
ents
(cum
ulat
ive p
er ce
nt)
Generic Skills Score
This institution Mean of all institutions All institutions
Growing momentu
m
Case study large-scale
surveysGeneralisable
assessment model
Planning consideratio
ns
Stage 1: Establish assessment partnerships
Stage 2: Define and produce assessment specifications and tasks
Stage 3: Develop shared processes
Stage 4: Reporting and benchmarking
Assessment collaborations
Stage 1: What sort of partnerships can you establish, and with who?
Stage 2: What work is required to define learning outcomes, and collaborate on the production of assessment tasks?
Using this model to improve
assessment?
Best single change to make?
What’s required to make change work?
Stage 3: How might any assessment processes be shared?
Stage 4: What improvements could be made to reporting? What benchmarking options are available?
Administer items
Build frameworks
Find colleagues
Don’t wait
Analyse and report
Share definitions
Review and improve
Benchmark and interpret
Capture/produce itemsDoctors
EconomistsCivil/mechanical engineers
Biomedical scientists
“Generic skills”
Historians?Psychologists
?
Accountants? IT?
Engagement
Growing momentu
m
Case study large-scale
surveysGeneralisable
assessment model
Planning consideratio
ns
Who owns data?
International?
Transparent?
Relevance?
Verifiability?
Population?Validity?
Meaningful reports?
Reliability?
Quality assured?
Implementation?
Consequences?
Governance, funding and ownershipLeadership, management and advisory architectures
Competitive relativities for institutions and ‘research’
Building institutional and professional capacity
System, institution, faculty, student and stakeholder engagement
Varying participation rationales and expectations
(Technical and operational matters)
Imposed, collaborative or bottom-up model/ethos
Generalisability and contextuality
Monitoring, improvement or enhancement rationales
