 Hi, I'm Jacqueline Baxter, director for the Centre for Innovation in Business and Legal Education, and today I'm talking to Caroline Dekker Lange, who is going to be talking to us about her level 3 module, Creating Futures in Sustainable Enterprise and Innovation. Caroline, you're chair of this module, so what do you want to talk to us about this morning? Well, I would like to talk about how beneficial it can be for a module team to do scholarship work on a level 3 module, which is still relatively new. So this module, Creating Futures, Sustainable Enterprise and Innovation, is the system model of a level 2 module exploring innovation and entrepreneurship, and it builds on the skills and knowledge that are taught there. So we thought in the beginning that mainly students from this module would continue studying Creating Futures. However, we were wrong. So yes, we have many students who have never studied entrepreneurship before, so they lack some skills and knowledge that we had expected that our students would have. And so we were not aware of the difficulties that these students were facing when they started studying this module. So for instance, they didn't know a tool that they should have known from the previous module, namely Open Studio, or they should have known online student rooms in Adobe Connect. So we saw that some students struggled with some activities in the virtual learning environment because they hadn't studied this other module before. However, an interesting thing was that these students were highly engaged and they wanted to learn more about enterprise and innovation, and they were interested in sustainable management. So we thought, okay, why are these students here? How do they perceive the activities and how do they struggle with the problems that they face? So quite a lot of challenges there, not least on the technical side, but also with some of the content as well. So tell us a little bit about the project then. I mean, did you take a qualitative approach or quantitative? Tell us a little bit about that side of things. Well, we started with the available management information systems, and I think the Open University has quite good systems that help us to trace the students' progress. So we see in the module profile tool and in the SAS dashboard, where the students are withdrawing, and when they withdraw from a module, we also get some impressions on why they leave our module, and we can identify some pressure points. So that's quite useful. And based on this, we can also ask our tutors why they think their students withdraw or why some students are very successful and adopt very creative approaches that we had not expected. So combining anecdotal evidence from the tutors with secondary data can be very useful. And in this project that we have just completed, we also included predictive analytics, which is still quite new, and I'm very grateful that I have access to this tool as a module chair, and my tutors also have access for their specific groups. And our idea was to develop a kind of individual fingerprint of engagement patterns. So we looked at what type of student adopted which type of engagement and submission pattern, and we see this in predictive analytics. And based on different criteria, such as task performance and engagement, we specified four different cohorts of students and compared their task performances and engagement patterns. And we saw that we have very active students who complete all the activities that are available, and they have a relatively stable engagement pattern, but they are not the most successful students. Yeah, we have other students who work in more, in type of, I would say, outburst of activities in weekly patterns who are more successful in terms of submission and completion rates. And we also see that these students are more likely to ask for extensions than the other group. And that was interesting to see. Moreover, we included real-time student feedback in our module, and we included both open and closed questions and content analysis, the answers, so that we learned more about the perceptions that the students have, how do they feel about the activities? Are they frustrated with group work, for instance, or do they like it? Would they like to see other tools than we provide? For instance, we piloted the online student rooms in Adobe Connect in the last presentation, and we were asked to evaluate their use. And what we see is that the feedback was positive, but students would like to see other types of social media. They prefer this because I think young people like WhatsApp and so on, and they don't like online rooms in Adobe Connect, but a surprisingly high number of students used them. Okay, so quite a number of interesting findings there. So where do we go from here then? How are you going to take this forward, Caroline? Well, we have currently completed the second presentation of this module, and we can compare numbers from a presentation without online student rooms, for instance, with a presentation that has piloted online student rooms. We see different engagement and submission patterns, but I'm a bit suspicious whether there are some various data in our findings, and therefore I would like to adopt a longitudinal perspective and continue with the approach that we have adopted in this project, and adopt a longitudinal perspective and compare data across presentations. Okay, so it's a long-term project that looks in its initial stages at having some quite substantial findings, which you can use to inform the module as it goes along. That's great. Okay, thank you very much. A very interesting tool continue. Thank you. Thank you for having me.