Further education colleges use a variety of approaches to track and monitor student engagement and performance. By integrating these approaches with the national learning records warehouse, we can move from descriptive to predictive analytics, making a significant impact on retention, achievement and successful outcomes for learners through timely, targeted interventions and support. See how data from Grade Tracker, developed at Bedford College, is being integrated into the Jisc learning analytics architecture.

1. Learning Analytics for FE Colleges

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Jisc Learning analytics –The FE story
>Roy Currie, Bedford College
>Aftab Hussain, Bolton College
>Andy Cowan, Dumfries and Galloway College
>ConradTaylor, City ofWolverhampton College
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Introduction
Shri Footring, Senior co-design manager, Jisc
RobWyn Jones, Senior data and analytics integrator - Jisc
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Workshop structure
>Welcome and introduction
>Student data / activity – RobWyn Jones
>The Bedford College story – Roy Currie
>Integration of GradeTracker with the
Jisc Learning RecordsWarehouse
>Development of a Unified Data Definition for both
FE and HE students
>Questions and panel discussion
- with Aftab Hussain, Andy Cowan, ConradTaylor and Roy Currie
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Background
The needs of FE colleges are different from those of universities
> Complexity and diversity of both the types of learners, the programmes of
learning and of awarding bodies
> Strategic importance of English, maths and work experience
> Specific data, such as GCSE point score (prior learning) is of key importance
> A number of sophisticated systems which capture details of students are
performing are already available and in use
A group of colleges and consultants are working on tailoring the Jisc Learning
analytics solutions to the needs of FE Colleges
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Student Data / Activity - What are your experiences?
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Jisc Learning analytics open architecture
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Overview – Learning analytics (LA) for FE (Pilot journey)
>Collect live academic progression data, then historical
> UDD – Unified Data Definition (HE and FE hybrid data spec)
> xAPI – used to describe and store activity data (standard)
>ETL tools for student systems, DataValidationTool (web)
>Provide Dashboard (DataX) for Live Descriptive Analytics
>Pseudo-LAP for entry-level analytics (progression triggers)
>Study Goal (iOS/ Android) Pilot
>Premium (vendor) LAP for Predictive Analytics (historical data)
>Priority for 16-17: UDD bend to fit FE - piloting 4 to 6 FEIs
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Activity - Additional data sources for LA / BI purposes
>What additional (student or demographic-centric) data or datasets
could you use in your institution for predictive analytics, beyond the
standard data provided for ILR? Recruitment? Surveys?
>IsVLE data a key and consistent engagement indicator at your
institution? If not, in addition to attendance, what other
engagement or activity source would you have or like access to?
>What issues do you have / do you foresee with data collection at
your institution? Are these business process and/ or technical?
>CanJisc help with automatingcollection orextraction ofcertain student
data / feedback,which areofbenefit forBIorlearning analytics?
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Integration of Bedford College GradeTracker
Jisc Learning RecordsWarehouse
Roy Currie, Director of information and learning technologies, Bedford College
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Transforming Moodle
>Adopted Moodle in 2009
>Open source solution so customisable
>Account and enrolment data driven from MIS system
>Development expertise in LearningTechnologiesTeam
>We wanted to capitalise on available data and avoid rework
>We wanted to fill in the missing areas of Moodle and provide a
single integrated tool for the management of all aspects of
teaching in learning
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The Plug-in Modules
>Four enterprise-level Moodle extension modules developed
>GradeTracker
>ePLP
>Reporting Dashboard
>Guardian/Employer Portal
>Funded by Jisc and UfiTrust for development of community-
release modules
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ePLP: Key Features
>Includes punctuality and attendance, register information,
timetables, tutorial records, SMART targets, comments,
qualifications on entry etc.
>Highly-modular system aggregates all of the key information
relating to each learner in one place
>Ensures that the learner and all members of the teaching team
share a common view
>Very easy to customise and extend – new modules added to
support work experience tracking, enrichment and health needs
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ePLP: Modular Architecture
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Key ePLP Features: Demo
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Customising and extending the ePLP
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GT: Key features
>Fulfils similar role to tools like ProMonitor and eTracker – can track
nearly all main qualification types
>Provides highly-visual tools to help learners and teachers monitor
progress against targets
>Good tools to support ease of marking and updating for teachers –
including off-line spreadsheets
>Avoids double-work as assessment setting, feedback provision and
progress tracking all take place within Moodle
>Very positive response from learners – they chase teachers to get
marks put up on GradeTracker
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GradeTracker:Tracking grids
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GradeTracker: Demo
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Data, Reporting tools and Learning analytics
>Wide selection of preconfigured reports available and tools for
building custom reports
>Drill down whole institution -> department -> course -> learner
>Automatic scheduling and email alerts
>Ideal architecture for generation/capture of xAPI events
>Opportunity to use ePLP as xAPI aggregator
>GT provides good source of unit information for UDD
>GradeTracker provides rich source of novel xAPI data
>Qualification progress and assessment submission behaviours
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Early indication of learner outcomes
Predictions are based on individual PMD criteria achieved compared with maximum
attainable at time. Also gives an indication of how much assessment has taken place on
the course.
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Detailed Course-level analysis
Predictions are based on individual PMD criteria achieved compared with maximum
attainable at time. Also gives an indication of how much assessment has taken place on the
course
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Impact and benefits of GradeTracker and ePLP
> Moodle ‘centre stage’ in teaching and learning
> Growing momentum in eLearning development, especially on-line submission and
management of assessment
> Provided fertile grounds for embedding eLearning in programmes of study (FELTAG
Recommendations)
> Cost and efficiency gains – savings against the use of third-party systems plus more efficient
use of teacher time
> Good feedback from learners regarding awareness of targets and their progress
against them
> Enthusiastic feedback from Ofsted
> Rich source of data and analysis with regard to learner progress and behaviour
– Jisc Learner Analytics
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Access the modules
>If you are interested in trying out the GradeTracker and ePLP in
your own college
>Visit http://moodleportal.bedford.ac.uk for more details on all of
the modules
>Email: rcurrie@bedford.ac.uk to have an account set up to access
the download areas.
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Development of a Unified Data Definition for
both FE and HE Students
Roy Currie, Director of information and learning technologies, Bedford College
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Project background and Progress: 1
> The Unified Data Definition: UDD
> Relatively static information about the learner, course etc.
> Initial progress with examining the UDD requirements of the HE sector
> New focus on addressing the needs of FE institutions
> Key Issues:
– Consideration of the analytics implications of full programmes of learning
– Complexity and diversity of FE qualifications and awarding bodies
– Diversity of learning modes: e.g. FT 16-18,Apprenticeships, HE in FE etc.
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Project background and Progress: 2
> Current focus is on finalisingV1.3.0 of the UDD
> V1.3.0 is being developed with active consideration given to FE requirements
> Next step is to test the integrity of the UDD with model data representing a wide
range of potential learners that could be encountered in FE
> Once UDD has been proven to provide a valid representation for FE learners work
will start on examining xAPI statements.
> Many aspects of the programme of learning, such as work experience,
enhancement and tutorials can be described as learning events and are best
reflected in xAPI statements
> This will compliment other rich ranges of learning behaviours such as library and
computer use,VLE access, assessment submission behaviours and qualification
completion progress
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Questions and panel discussion
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jisc.ac.uk
Except where otherwise noted, this work
is licensed under CC-BY-NC-ND
> >
Jisc Learning analytics onboarding for FE:
Sarah Dunne, Senior co-design manager, Jisc
Paul Bailey, Senior co-design manager, Jisc
RobWyn Jones
Senior data and analytics integrator
Rob.Jones@jisc.ac.uk
Shri Footring
Senior co-design manager
Shri.Footring@jisc.ac.uk
Contacts
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