The session will provide insight into the reasoning behind investing in and implementing Blackboard Analytics for Learn within an HE Institution. By focussing on two distinct strands of investigation, the development of a strategic implementation plan through an institutional TEL Framework and by identifying potential key areas to focus activity to enhance the student experience, the presenters will discuss how the key drivers for implementing Analytics were sourced and how the system is intended to be used.
One of the core ambitions of the University’s Corporate Plan is to deliver a high quality, personalised and flexible student learning experience; central to that student experience is access to and use of the University VLE, Blackboard. The Technology Enhanced Learning (TEL) Team have recognised a real opportunity to add value to the student experience by providing tutors with the tools to better understand how their students are engaging with the VLE and the implications of that engagement. Areas where the team will be looking for any potential positive impact include: attainment, satisfaction, engagement, retention, personal tutoring and progression.
Alongside high-level institutional ambitions, the session will also look at how the TEL team have worked closely with tutors through various deliberative structures, to take advice and steer on areas where it is envisaged Analytics can add real value to the student experience. Such beneficial conversations have yielded diverse key areas for the team to explore. These areas include: identifying students on grade boundaries, pinpointing “wobble weeks” and making best use of adaptive release functionality to provide a “dynamic and personalised experience”. Through ongoing academic consultation, focussing on these particular areas and identifying patterns of behaviour, the team expect to identify and share some initial “quick wins”.
Finally, through a process of continuous improvement the session will investigate the potential of Analytics for Learn to impact positively on course design. In light of implementing Analytics, the team will be looking to establish what good practice looks like on the VLE and whether, through ongoing evaluation, it is possible to scale-up “best in class”.
By the session end, attendees will have a firm understanding of how the University has sought to achieve a level of academic buy-in, a requirement the team has recognised as imperative to maximising any potential benefits of Analytics for Learn.