Smarter Learning Improving student engagement and outcomes Professor

Smarter Learning: Improving student engagement and outcomes Professor Hamish Coates hamishc@unimelb. edu. au

Growing momentum Planning considerations Generalisable assessment model Case study large-scale surveys

What is the best university in the country? How do you know?

Plan Improve Act Evaluate Hunch

95% 75%

Cost and pricing pressures Ensuring quality outcomes New generation faculty Shaping rationales Need for multidimensional perspectives Nuanced quality parameters New robotic teaching Blended forms of learning Simplistic rankings constraining growth Learner expectations and segments Rapid increases in scale Big data analytic opportunities Institutional competitive positioning Hybrid business models and providers Diversification and stratification Faster, better, cheaper management Institutional competitive positioning Pervasive internationalisation

Little data Elite Happiness data Mass Effectiveness data Universal

Institution inputs Teaching inputs and processes Student processes and outcomes

Growing momentum Planning considerations Generalisable assessment model Case study large-scale surveys

Quality and productivity frontiers As getting-in gets easier, getting-out gets harder (or it should) Engineering an engaged experience Assessing learning outcomes

Growing momentum Planning considerations Generalisable assessment model Case study large-scale surveys

Stage 1: Establish assessment partnerships Assessment collaborations Stage 2: Define and produce assessment specifications and tasks Stage 3: Develop shared processes Stage 4: Reporting and benchmarking

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?

Review and improve IT? Accountants? Historians? Benchmark and interpret Analyse and report Psychologists? Administer items Doctors Capture/produce items Build frameworks Share definitions “Generic skills” Don’t wait Civil/mechanical engineers Economists Find colleagues. Engagement Biomedical scientists

Growing momentum Planning considerations Generalisable assessment model Case study large-scale surveys

Who owns data? International? Transparent? Relevance? Verifiability? Population? Validity? Reliability? Meaningful reports? Quality assured? Consequences? Implementation?

(Technical and operational matters) Governance, funding and ownership Leadership, management and advisory architectures Building institutional and professional capacity Competitive relativities for institutions and ‘research’ System, institution, faculty, student and stakeholder engagement Varying participation rationales and expectations Imposed, collaborative or bottom-up model/ethos Generalisability and contextuality Monitoring, improvement or enhancement rationales

Smarter Learning: Improving student engagement and outcomes Professor Hamish Coates hamishc@unimelb. edu. au