 Then you should be able to upload it upload and share your slides to the screen now Sorry Christina You should be able to share your slides to the screen now. We're happy to begin the recording started Okay, so can you see my screen now? I can yes if you want to go into full screen mode Okay, so Christina, can I start now? Yes. Yep. You can start Okay Hello everyone Welcome to this ALT CPD webinar now. I'll just introduce myself. I'm Lin you can call me Lin and I'm from University of Winchester United Kingdom and Today we are going to share this Project that we have won The highly commented award last year from ALT Association for learning technology so myself and My colleague Amy Tan will be With you to today we are going to explore Data-driven teaching approach to enhance a student experience during the pandemic now so first of all The session today we have an overview here I'm going to start with rationale and the challenges and what is data-driven teaching and then we'll discuss about this student students self-reflection and Finally, what are the teaching interventions we introduced? After we have got all these data Now I would say that this project We got it last year as I said just now We have got the highly commented research project award from ALT and then Last year we know that We are struggling with this pandemic and I'm sure that COVID-19 impacts on our student learning and I'm not sure You have introduced any hybrid Hybrid teaching hybrid learning or any online learning at your institutions, but For myself and other colleagues at Winchester's we found it is a challenging process and challenging experience last year whereby when we delivered the sessions the lectures or seminar online through the teams and We don't know we are not sure whether our students are fully engaged in the learning or not because What we can see is only the screen the camera some some of them, you know open the camera. So I'm sure that every one of us share the same experience last year and so the challenges even more for the subjects that we are teaching Amy's teaching finance and teaching taxation. These are two challenging subjects technical subjects and for example Amy's module The finance we have long-term finance IRR and then for my module taxation we are struggling to With all these Overloaded content. Yeah, so especially the UK tax is always very complex now. So these two modules Year-long module which means we have Delivered the module from semester one semester to the whole year So the first semester we have 12 weeks and then second semester. We have another 12 weeks. So What we found challenging the most challenging is how to engage our students in learning throughout the semester one and semester two and then how we engage them online and through the All the virtual Learning environment or any platform that you are using Okay, now so today we are going to look at the challenges that we have so students when they struggle with the To subject the technical subjects they ask for help and then We need to know or sense the warning signals from them whether a Any any of our students they really struggle with certain topics and We also want to know whether we have to pause and we play which means so we Pause a little bit when our students students are struggling so we teach the topics again or Explain in further detail so that to help them to understand Or whether our students they ask for more exercises extra exercises any additional questions are required or not and Whether our students they need some personalized feedback So these are all the challenges that we are facing and what is the solution? so our solution here is we try to Identify digital footprints of our students. We want to know whether our students are really Engaged in the learning or not So the only way we can know is from the system from the computer from the The digital footprints they left on the system So that's why we use the Data-driven teaching approach now so the data-driven teaching approach As you can see from the slide here We start from the collecting the data and then we analyze the data and Then we from the data that we have we make a teaching decision Say for example, we design our teaching approach We design our teaching soft to do and then we plan we reflect So this this is a cycle now So today we are going to share with everyone here about the data that we have collected and then we Transform the data has been transformed into learning analytics and That is the input To our data-driven teaching now So first of all we look at the data that we have we have Set up the weekly formative assessment We have online quizzes on the weekly basis and then we also set some questions every time we Deliver a topic we ask students to complete a short survey So they reflect on their learning as well as we look at the our Learning management system which is canvas we are using canvas at our university and then we look at the engagement data and activities Of course, we have class attendance and as well as an interim assessment So all these are the input all these are the data Which are very useful for us to inform our teaching practice now So this is an example a screenshot of weekly formative assessment that we have now as you can see from the screen this is the What do you call the Quiz online quizzes for example the question here We have 96% answer correctly and the other question only 30% answer correctly now So in that case we know that the first question is quite easy and straightforward for our students And then the second question Seems more challenging now. So from here, we know that Which areas that students are weak at and Then from here, we have self-reflection on learning because we believe that Students reflection will be very useful for their learning as well as for our teaching approach to design our teaching approach So from here as you can see that the weekly short survey We have a question one a question two we asked our student. How well do you feel you understand the topic? So the student answer us from the survey Whether they feel very confident or they understand it perfectly or they really need more help and then question two we We were taking the approach To develop our students to become independent Learners rather than they depend on The lecturers to help them. So we ask them What would you do to improve your understanding? Rather than how can we help you? Okay, so the students is an example The student answer say oh now I have a copper finance book So I'm planning reread through it and then take notes and and so on and so forth So we can see from the response a student response. They they take initiative to do something to improve their learning and then from the engagement canvas analytics here as you can see student one is student two there is a Difference so a student one active engagement Recorded the 600 overpage views and then 30 participation when we say participation means a participate in the online quizzes Okay, and the formative assessment and other learning activities online learning activities Whereas the student to as you can see here poor engagement zero participation And then you have 81 page views only so from here. We know that which students they are really weak in Engaging the engage with the learning or the online activities then we start to offer help So we identify those students at risk at the early stage before it becomes too late Now so from here the student Attendance also part of the data that we have been using So our students support and success teams will contact those students who rarely attend the classes So they they offer help and support for them Okay now so we come to the learning analytics and How we are going to make use of the data So first of all the engage we engage the students using the prerequisite settings because the kind of system allow us to Have this prerequisite setting, which means students must complete the learning task of one topic All the learning tasks in one week before they can progress to another week So we make the computer to control and monitor them and then with the engagement report they reflect on their learning and Then they also Tell us What are the action plans for their improvement for improving their learning now then? How are we going to support our students? We either we retake the topics or we Offer the topic recaps Yeah, so say for example, we found that certain topics really challenging that in the following week We repeat it and then we sometimes we give students surprise tasks We without telling them there's a task but only one question one or two questions only then we have a multi multi-media delivery and Exam focus revision now I'm going to share with you the examples that we have been using now So the students self-reflection we believe that Self-reflection is the key expect in learning complex subjects. So in this case, we make use of the analytics now Before we started the project at first we thought that we use it We are using the data and analytics for our teaching designing our teaching strategy But later we found that why don't we ask students to look at their own analytics To look at their own learning analytics data and then they reflect on all this analytics So we find that this will be more helpful to develop independent and responsible Learners now. So as you can see from here the students after looking at the Learning analytics, they feel that they haven't engaged enough With the content. So for example, the students telling us that oh I'm going to focus on areas where I'm awake and and submit the quizzes on time so this is the time management and We also found that some students say that they are going to take notes. Okay, they are going to start with the new habit learning habit to have a more not taking or They some of them say that oh, I got to improve on my attendance Okay, and I'm going to do more revision. So as you can see from here students looking at this learning analytics, they start to reflect on on their learning progress Okay, so we found that this is a very very interesting finding that we have From from this data driven approach on top of the using the data for our teaching practice now So the teaching intervention for this one, I would like to ask Amy to explain how she did it for his module Hello Yeah, so because the the project we use it on two different modules and I mainly run the finance module So for my module I I use a traffic light system Which look into further details about the scores of the different topics. So I use the traffic light system to highlight and the areas that need more attention, which is the one that below 50% So as you can see that some of the topic students achieve quite high in terms of their quizzes So I only focus on the red areas So I don't give them the questions to do or we teach the topic Or give them Q&A sessions for them to ask any questions to clear that up on this specific topics But again, this is not the only way that we can intervene the teachings I think Lim has his own approach in terms of how to intervene the teaching in the taxation modules You want to talk about the text module in Okay. Now for the taxation I I'm using the scaffolding quizzes So if I notice that certain topics that students are struggling for example in this case You can see from here. I have introduced additional basic quizzes that means some simple straightforward questions I introduce before student progress to Attempt more advanced and more complex questions So I don't do it for every topic, but I only do it if I found that certain Topics that students are struggling Okay, so according to the literature, we know that the speed of learning would engage if we started with the easiest questions Now so as you can see here, okay, these two topics students struggling so that's why I Introduce additional basic simple questions and the quiz for student to complete before they proceed to more advanced topics Now on top of that, I also Created the animation animated video for students. So to make learning fun. So so that students Can learn the topic and improve their understanding better rather than those Just look at the PowerPoint slide. Okay. So as you can see from here, I created a cartoon Video for my students Okay, now then I also use the puzzle which means this is a Integrated quiz interactive quiz Insert within the video, which means the student. They just Watch the video and then they pause with some they are paused with some question They need to answer and before they continue and play the video. Okay, so these are additional support. I Offer to students for those challenging topics So any question now, so I'm going to ask Amy to Conduct a Q&A session okay, so Can I Okay, I will go back to this one. Okay Now so basically if you have any questions, we can ask and then we can discuss here. So over to Amy, please Hello everyone, and thank you for listening to our presentation So we are now taking questions if you have any questions that you would like to ask about the project that we've done or you would like to share your Experience of using data analytics or how do you still talk after listening to this presentation? Will you consider? applying institutions so we are Happy to hear from you So you can either ask the unmute yourself and ask the questions or you can type in the chat So yeah, thank you Kiffa and Kiffa is using more the platform So you use learners script for analytics Yes, so Kiffa what what do you mean by missing data? You can unmute yourself. We can have a chat. It is very informal. We just like kind of like Yes, of course, hello, and thanks for this useful information I Missing data means sometimes error in report Sometimes the students not attend but it's a peer attend in the rewards. So I think there's errors in database and I search a lot for the best Reborts analytic plug-in for model, but I didn't see any Solution, so if anyone from attendance or you can help me choosing the right app for analytic rewards I think I think this is up to the institutions into like at Winchester, we do not use model We use canvas. So the analytic app that we use is actually part of canvas analytic and Learning analytics that is embedded in canvas. It comes together with canvas So we have these data It links all with attendance and the engagement how much how much they engage with the specific modules So I'm not I'm afraid I'm not able to answer about the mood app because I do not myself use Moodle Okay, thank you Yes, so we have a question from Richard Richard will interested and whether you feel if monitoring page is a good measure of engagement Whether it is important to remember there's only part of the picture and has some limitations technical His question. Yes, I totally agree Richard. We of course although this The the data that we see it show us to the engagement But it might not show the overall picture because say for instance a student might view the page so many times But the view it just it does mean that they click the Materials and it will be counted as per view. Some student might Clicked it once and download it and then print it and then they do it offline So the data analytics might not be able to capture Overall through picture, but it does give us Assign post of whether any students they don't actually Engage at all Because at Winchester we use the data in two way either the student engagement is really low So we will We have the support and success Team to contact the students But if it is just a case that student just click it once and download it and then print it out and do the revision offline That's fine. But also we also look at the views is the number of views is really high It would show that the student anxiety level because they feel Unsafe if they don't click click it So we look at it both way one is to engage the students But also to to give us an early sign of whether they're well-being it's supported Yeah, so we do it that way Not sure whether I have answered your questions correct Richard. If not, then please do let me know. Thank you So Any other questions or what do you think that you will actually after I'm not sure whether how many of you actually currently using data analytics as part of your learning Collecuums or activities, but if you haven't and we will be Would like to know that whether You will find it interesting to use it after today after knowing that the data analytics can give us More insight into student engagement. You actually use different types of Different ways to monitor student engagement or what was experienced during the pandemic when we had to deliver everything online So, how do you keep track of the students engagement Today since we it's just a small group of people here, but how we would like to share with us Your teaching experience or a student learning experience with us during the pandemic and how do you find the session today can give you some ideas or you have any plan In the future to to to to use what we we are using now To integrate in your teaching strategy, perhaps you can share with us Amy if nobody has any further questions, I'm happy to end the recording now and we can leave the conversation to carry on maybe on Twitter or something. Yeah Okay So in that case if you don't have any question, I have my I can leave my email address here If you like to keep in touch and You can look at the track pink here So you can always contact Myself and Amy If you like to proceed further If these are data driven teaching approach, so this is my email address typing my Perfect. Thank you very much If you're happy for me to end the recording now, I'll go ahead and do that. Yeah. Yeah, I think we So, thank you so much everyone for attending the session today