Dr Fay Patel 26 September 2019 Presentation University

Dr Fay Patel 26 September 2019 Presentation: University of Regina Saskatchewan Canada Employing Data to Enhance Teaching, Learning, and Student Success at the University of Regina

Stakeholders are committed to: Dialogue Self critical analysis Imperatives/Assumptions Altruism and Benevolence Social Responsibility and Justice Transformation Getting and using the right data Action for Change

UR Strategic Plan – Strategic Priorities Commitment to • Student Success • Research Impact • Our Communities • Key overarching focus • Indigenization • Sustainability Note: Invited stakeholder input on next strategic plan. Consultations are under way this fall.

Teaching & Student Analytics Connecting Teaching , Learning and Student Analytics with Student Success

Focus: Critical Considerations Learning journey & destination… Ø UR Strategic Priority: Student Success Ø Teaching, Learning & Student Analytics : Informing practice Ø Assuring quality in teaching and learning Ø Role of student analytics in enhancing student success Ø Pedagogical purpose, perspectives and approaches Challenges & Opportunities Ø Perceptions of ‘student analytics’ Ø Early Adopters (early majority& late majority) and laggards and …. (Rogers, 1995) Ø Strengthening student experience and learning process Ø Identifying & responding to students and courses ‘at risk’ Ø Framing the right questions to action change Ø Knowing what students need for success Ø Partnerships with academic and student stakeholders

Student/Learning Analytics, Diffusion of Innovations and Pedagogical Purpose Learning Analytics Diffusion of Innovations (E. Rogers, 1995) Ø ‘The Society for Research in Learning Analytics (So. LAR) defines learning analytics as "the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs". University of Melbourne https: //about. unimelb. edu. au/teaching-andlearning/innovation-initiatives/digital-and-onlineinnovation/learning-analytics Ø By merging technical methods for data mining and with current educational theory research and practice, learning analytics has provided novel and real-time approaches to assessing critical issues such as student progression and retention, …’ Ø Innovators Ø Early adopters Ø Early Majority Ø Late Majority Ø Laggards The University of Edinburgh ttps: //www. ed. ac. uk/information-services/learning -technology/learning-analytics Pedagogical Purpose Ø Teaching & learning impact Ø Inspire, engage learning process Ø Advocates action for change Ø Enhancement, improvement, sustainability, quality education goals

Ø Canada Teaching & Learning & Student Analytics … Ø Hong Kong Ø Australia Ø Malaysia & Bangladesh Ø Student evaluation feedback data into curriculum enhancement plans Ø TL & Student Analytics align institutional research, student feedback data, quality assurance and curriculum enhancement Ø TLCs & Institutional Research collaboration for student success Ø TLCs & Quality Assurance promote curriculum enhancement

“Right data at the right time…RMIT Learning Analytics act as custodians of RMIT’s data for education” (https: //www. rmit. edu. au/about/governance-andmanagement/organisation-structure/education-portfolio/learning-analytics/who-we-are) Five core areas of work

Eight Key Principles of Learning Analytics (https: //www. rmit. edu. au/about/governance-and-management/organisation-structure/educationportfolio/learning-analytics/who-we-are) Institutional and stakeholder responsibility Student rights, participation and benefits ØAcceptance of values, benefits and skills across organisation ØEthical and justified practice ØResponsibility to extract meaning from student data for student benefit ØData support quality teaching and learning and student-centred practice ØStudents not wholly defined by visible data or institutional interpretation ØInstitutional stakeholders transparent in collection, analysis and use of data ØStudents active agents in implementation of data ØInterventions based on data to be free of bias

Strategic implementation: Teaching & Student Analytics Ø Sustainable quality education Ø Enhancing teaching & learning impact Ø Student success: voice, power, presence Ø Academic impact: research - evidenced learning design Ø Student experience Ø Quality education supporting resources Challenges ØBridging student experience and learning design ØPromoting teaching excellence ØResponding to student needs (disability, indigenous, international, graduate…) ØIntegrating research, teaching & learning ØCommunity partnership building and engagement ØTranslating student analytics into meaningful teaching and learning success

Teaching & Student Analytics Institutional Research Impact Research Support Team (Academic, UG/PG Student Research Projects) Sustainable Teaching & Learning Effectiveness (Student feedback, curriculum enhancement plan, student success) (Student Success), Research Impact & Community Engagement) Teaching & Student Analytics Glocalization of Learning ( Community Engagement, Student Success, Research Impact) Indigenization of the Curriculum International Higher Education Preparatory Program, Peer Assisted Student Sessions, Volunteer Peer Tutors(student Success) (Student Success, Research Impact, Community Engagement)

Indigenization of the curriculum Ø Adopt critical perspectives to develop multi-perspective curricula Ø ‘Decolonize minds before decolonizing living and learning spaces’ Ø ‘Third culture’ approach Ø Harmonize histories, knowledge forms and stories Ø What do we not see, what are the silences, gaps, missing links? Ø How can student analytics enhance multi-perspective curriculum development? A matter of perspective…. https: //www. youtube. com/channel/UCQ 2 zp 9 Fm. Jz. OG_Jz. UJ 0 AFl. Q? v=s_IUJf 0 w 8 Fg ‘Equity, inclusivity, diversity and sustainability are fundamental criteria for negotiating shared coconstruction of our histories’

To conclude • Open minds • Partnerships • Collaboration • Walking together • Strength in Unity

Time for Dialogue Glocal experience, reframe neighbourhoods & build partnerships and glocal communities 14

15 Ø Boyd, D. (2006). G/localization: When Global Information and Local Interaction Collide. Paper presented at the O'Reilly Emerging Technology Conference, San Diego, CA. Retrieved from http: //www. mendeley. com/research/glocalization-when-global-informationand-local-interaction-collide/ Ø Byers, M. (2005). Are you a ‘global citizen’? Really? What does that mean? Retrieved from http: //thetyee. ca/Views/2005/10/05/globalcitizen/ Ø Eckert , S. (2006). Intercultural Communication Ann Arbor, USA: Thompson-South. Western Resources Ø Giroux, H. (2013). The Necessity of Critical Pedagogy in Dark Times Interview by Jose Maria Barroso Tristan Global Education Magazine Published February 6, 2013 Retrieved from https: //truthout. org/articles/acritical-interview-with-henry-giroux/# Ø Khondker, , H. H. (2004). Glocalization as Globalization: Evolution of a Sociological Concept Bangladesh e-Journal of Sociology, 1. (2). July, 2004 Ø Klyukanov, I. E. (2005). Principles of Intercultural Communication Boston, M. A: Pearson Education. Ø Patel F. (2019). Glocal Development for Sustainable Social Change. In: Servaes J. (eds) Handbook of Communication for Development and Social Change. Springer, Singapore. (in print 2019) # Springer Nature Singapore Pte Ltd. 2018 J. Servaes (ed. ), Handbook of Communication for Development and Social Change, https: //doi. org/10. 1007/978 -981 -10 -7035 -8_77 -1 Ø Eight Key Principles of Learning Analytics (RMIT) https: //www. rmit. edu. au/about/governance-and-management/organisationstructure/education-portfolio/learning-analytics/who-we-are