 Wel, dyma'n cael ei cherdd, dwi'n cael ei ddim yn rhan o'r holl ar y holl o'r holl er mwyn ar hyn, dwi'n cael ei ddim yn yr holl ar ddangos, mae'n holl ar hyn yn cael ei holl. Mae'n cymdeithasol ar hyn. Mae'n cyfnodd y pryd, maewn gweld unrhyw o'r gweithio sydd ar y F25. Felly, mae'n meddwl i gael ei dyma. Felly, mae'n cymdeithio'r holl ar hyn. Mae'n cymdeithio'r holl o'r holl ar y holl o'r holl yn y ddweithio. so you know and you don't leave the room now but so I'm Maria Torontio-Conis. I actually work at Cambridge Education Group Digital and my colleague Antonio Alexif he's not here today unfortunately he's from Queen Mary University. We at CEG Digital we partner with different universities to develop online programs fully online programs and these are some of our partners and that's why I'm presenting this paper with Queen Mary today because they are one of our partners and we tend to create also research collaborations with different people within those institutions. But today really when we think there are two things to this paper learning analytics as well as learning design and I really want to emphasise the learning design aspect of that because as we've been hearing today and yesterday the context of learning analytics is really important and I think if we emphasise where we are coming from from the learning design point of view we will be able to understand better where we are going with the learning analytics so that's why today I'm going to go deeper into the learning design framework that we work on. So the learning design framework that we are following is based on the co-design framework that we developed at Liverpool University. This framework is open source I'll give you a website later but it's being designed for CEG Digital and that's what we are using now with the partners. The co-design framework feeds from the blended learning design framework that we developed at Imperial College these few years ago now. At the time we partnered with City University with UCL and King's College and we pilot the use of the tool. But I want to tell you today what we are taking from that framework into the new co-design framework and it's basically as you can see there on the right hand side when we designed the framework we were thinking about how do we do blended learning how do we know how much how what activities lend themselves to self-directed learning and what activities lend themselves to collaborative learning and that was a big question at the time so we as you can see on the right hand side that graph is showing when we mapped the learning outcomes we can see where you fit within the the graph so you see the x axis is showing you the instruction is approach the self-directed approach and the y axis is showing the collaborative approach so you can see where the blend goes and the self-directed learning can be face-to-face it can be online it can be a mix the key components are a self-directed something that you do on your own in any kind of mode and the collaborative aspect can be also face-to-face or online so but the key really for us to identify that blend was the use of learning outcomes because at the end of the day you need to know what you want your learners to be able to do in your activities so that's why we use Bloom's taxonomy so basically at the end of the research what we established was activities that lend themselves to self-directed learning for example in the psycho motor domain to develop skills you need a mix of both you can't rely medical surgeons to be doing just online learning and then being able to operate and and perform in the in the theatre the cognitive domain if you are within the low end of the cognitive domain you can use self-directed learning so if you if you need structural information procedural information you can use self-directed learning but if you move up the level in the cognitive domain if you look at conceptual and meta-cognitive you need to have collaboration you need to give space to students to verbalize what they are learning and being able to explain what they are constructing and the affective domain again changing people's behaviors and attitudes we can't just rely on a self-directed learning self-directed module to be able to do that and sometimes you can see that in the corporate sector for example with changing people attitude to diversity and you just sit down and click click click and then you've done that and you've changed your perception of diversity and health and safety so that's why we say the affective domain we have we need to have a collaborative activity so this is what we're taking from from the blended learning framework and it's basically how we accommodate the the the driver for the learning design depending of what you what you are within the cognitive and the affective and the psychomonter um and also within the co-design framework we are using two frameworks which is the layout framework the learning types and you can see that for example acquisition one of the learning types is when you're reading or you're consuming some content listening to a podcast watching a video clip a discussion when you are obviously discussing with your peers with your tutor a practice when you're putting into practice what you're learning production when you are producing something tangible probably a digital artifact or something or something in the in the in the in a tutorial or something like that inquiry when you're looking for information might be searching on the internet looking information in the library and here there is another learning type that we don't mention there which is the collaboration because we embed that in the production side of things that's why it's not listed there um the other framework that we use is basically so we say okay we know that coming from the problem taxonomy we know where we are we are my learning outcome is telling me that my learners need to be able to explain something and that means conceptual level within the cognitive domain now i'm going to use a mix of things i'm going to use a bit of acquisition a bit of discussion i want them to practice and so on but how much of that do i put together that's why we are using the 70 2010 so basically the 70 2010 is telling us a little bit about how we can balance the learning activity now that we know where we are coming from what we are trying to achieve from a learning outcome point of view we know what kind of types a types of learning we can use within that to deliver that learning outcome how much of that can we put together so we use the 70 2010 it's not set on stone it's something just to guide us on on how we see the week so if we are designing a week how the balance is going and this is something that Leonard is there he created these six steps at the beginning of the of the company where we have at the beginning of every week so if we are developing a 30 credit module we have 12 weeks every week we'll have these boxes these sections and the first section is basically the introduction of the topic and we call it hook and discussion that's when we link practice with the topic to engage the the learners guided practice is more the lecture material a challenge activity something to produce something to to practice on a reflection and webinar the webinar is the face to face well it's an online a live activity with a tutor so you can see if we go back to the 70 2010 the 10% the acquisition is mainly going on number two on guided practice although it might go somewhere else you know if there are read there is a reading in the challenge activity and so on so the 20 and the 70 are spread around the other sections but that's helping us so if you are designing that week we can see wow that week has the 10% has gone up to 50 and if we apply this to probably to our traditional delivery in in higher education at the moment we can see probably the 10% very very high and that's I think that's the challenge for us to really challenge that approach and introduce more collaborative learning but this is basically how we we balance the learning activities so this is a framework and all of these frameworks are basically included in the co-design framework and this is how we are basically navigating the learning design aspect of the project so the cards basically this is this printed cards that we have and we share with academics and you can see on the left hand side those are six faces that we have and on the right hand side is two piles of cards one green and one blue and I'm going to show you now the faces the six faces on the left hand side so face one basically when we sit down we talk about the scope of the project so if we are designing a module we talk about the main learning outcomes what they want to achieve are there any problems in terms of capabilities the digital skills you know these kind of things in terms of the the target users uh face two is it's really key and this is the one that links to blended to the blended learning framework and here is when we then go down to learning outcomes and we we need to specify what they they need to be able to to do and then you have verbs in the blue and the green boxes and that's how you identify the activities in the blue and the green and the green cards activity descriptors and different things uh I'll show you later I don't have much time now learning descriptors the learning types as well as the it says it has to be abated is advanced HE framework and then you select all your learning activities and then you are now analyze the learning apply in the 70 2010 so as you can see here we this this is one of the cards the blue cards so that means that when you went through the phases you've identified the verb within that box and that means high level cognitive domain probably or the effective domain and this is an example so we have different examples from different partners in this case this one is from Falmouth University and is for enquiring producing practicing and discussing and is contextualizing what we are saying with the framework you can see there um the the different components of the activities that I mentioned the 70 2010 with the learning type so you know what you're targeting using that type of activity you can see here that it's an online activity individual and group work and also you need a VLE to deliver that and these are the advanced HE domains so if you're applying for the fellowship you know that uh how you map that activity uh I mean as a as a teacher uh in your practice uh this is another example from Queen Mary and also producing all the different components but I think I mean it's nearly over the presentation but now it's going to the learning analytics so knowing having a systematic way of designing uh the courses is easier for us to actually think about how we're going to interrogate the data how we're going to do learning analytics to help and to inform our learning design and this is what we are doing with Queen Mary so we have this is a very small project a very small sample only 22 students uh and two assignments on that module we had over 4 000 entries the 4 000 entries that we analyzed um and we apply a little uh logistical regression analysis um our dependent variable was a past mark over 60 percent so we were looking at if there was any association between the the participation in forums or the the entries in the reflective portfolio because that's happening every week uh or the was any association with access to content pages with the overall uh past mark or the overall performance in the course and we were thinking that probably people that participated more were doing better but we didn't find any significant difference in that area whereas we found a significant difference not too the p value is not too low but it's still significant in the use of the clinical reflective journal so we identified for our students having six entries in their critical reflective journal the probability of passing the module with a mark over 60 percent is about 80 percent um obviously you know it depends on the variables you know this is just a very small analysis that we did we need to look at a bigger sample more data and cross check all the variables as well but it's just interesting I think it's just for us to see I think the main my goal today is really to show you that for us to really do some learning analytics we really need to contextualize what we are doing we need to in terms of learning design if we are doing learning design systematically um without losing track of how pedagogically we are doing it we can then think about how learning design can help us and um help the learners to to achieve their their outcomes and that's me thank you very much that's my contact details and there's no questions on the me too at the moment or have any questions in the room that's the question yep over there hi thanks for your talk I was really inspired by the last finding the reflective journals and it seems to have this correlation to enhance in the grade um but of course is there any way we could determine if those students were going to be more likely to succeed anyway that their fact of doing reflections was related to the fact that they were already good students and it was not the journals or their engagement with the online platform this made the difference how can we disambiguate those findings yeah that's that's a really good question yeah I mean that's why we need to be doing a bigger analysis and also um we need to be careful about also the data that we are using in terms of demographics and things like that but I think that's a really important point I mean we can generalise with the findings that you know anybody that will be more active reflecting will do will you know pass the course with high high past mark but that's why this is just the beginning of the research and this that's something that we are thinking about as well thank you thank you very interesting talk I'm really interested in the way you have to use the 70 2010 model model because we are doing the same at the Royal Australian College of Physicians but of course there is a bit of discussion about the fact that the 70 2010 model is not really supported by evidence of data so are you going to publish any research on the way in which you use the model to you know start collecting evidence about it yeah that's that's a really good question thank you um yeah I mean what we want to see really is um I mean when we are designing the courses really the 70 2010 is never spot on uh so we can see for example courses on on law the 10 becomes higher because of the nature of the course uh so what we are really interested in is really to look at how the foundation of the 70 28 is there but is how the disciplines how does that variation is happening and why and I think rather than just saying yeah the 70 2010 works I don't think we in in teaching and learning we can really apply the formula to anything I think that's just the the foundation for us to give us guidance and then to to have a more constructive analysis of you know of the data that we can collate but yeah hopefully we will be publishing something along those lines thank you I know we are now pretty much just a little bit over time and we've got a fairly tight bump out to the next session so I'd like you to thank all three of our presenters and also Maria who hasn't had her own individual course but thank you for that after your next session thank you thank you thanks I'm John Wilson I'm the CEO at Agenta we're a technology company that focuses on education and learning we build manage and operate platforms for education for video collaboration externally we prefer to work with what we feel as ethical industries obviously education teaching learning healthcare we feel that we can really contribute to these industries by creating exciting platforms easy to use platforms secure platforms that people can utilize what we feel is one of the most important things for scotland to boost economic growth is investing in rural areas by investing in broadband in these local areas we can attract more talent we can attract more companies and we can drastically improve the delivery of education and learning within these schools within disparate regions within scotland