27 - 28 June, 2018 | Bayview Eden, Melbourne, VIC

Conference Day Two: Thursday, 28 June 2018

8:30 am - 9:00 am COFFEE & REGISTRATION

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Professor Kris Ryan

Academic Director
Education Innovation Monash University

9:10 am - 9:50 am How to Overcome Complexities Surrounding Institutional Adoption

Dragan Gasevic - Professor and Chair in Learning Analytics Monash University
There are a range of LA implementation models and frameworks, each offering insights and factors into shaping LA however these still remain small in scale with the inability to demonstrate impact on learning and teaching and capabilities. With pioneering contributions to the growing area of LA, in this session, Dragan will share insights into the best practices for the adoption of LA, the policy framework and evidence based approaches to overcome these challenges.

In this session he will elicit insights into:

  • The current state of the LA educational policy framework
  • The actions, key evidences, approaches and implementation of a sustainable policy framework
  • Key affordances and constraints of effective LA implementations in the higher educational context
  • Overcoming the constraint of time and funding in the adoption of LA
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Dragan Gasevic

Professor and Chair in Learning Analytics
Monash University

9:50 am - 10:30 am Using Real-Time Analytics in Lectures for Engagement To Boost Positive Student Outcomes and Experience

Jennifer Stokes - Lecturer - Teaching Academic Course Coordinator and Developer University of South Australia
Using Bring-Your-Own-Device and real time analytics, lecturers can now be more responsive to student needs and target delivery in ways which are meaningful and useful. Through reflection on the development of audience participation technologies, alongside experience in lecture data collection over the past decade, Jennifer Stokes will discuss the challenges and opportunities presented through implementing real-time analytics in lectures.

  • Student and academic perspectives on lecture analytics
  • Strategies for embedding real-time analytics
  • Techniques for engagement and data response in a real-time environment
  • Benefits of real-time data collection for student learning
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Jennifer Stokes

Lecturer - Teaching Academic Course Coordinator and Developer
University of South Australia

10:30 am - 11:00 am MORNING TEA

11:00 am - 11:40 am The Use of Predictive Analytics in Learning Analytics to Maximize Student Success and Retention

Dr Richard Price - Lead Data Scientist, Planning and Analytical Services Information and Digital Services Division Flinders University
There is tremendous potential in the data collected to help identify student behaviours that lead to positive and conversely negative student outcomes. Learning Analytics algorithms have the ability to predict whether a student is likely to pass or fail in their chosen units to consequently inform early intervention strategies aimed at preventing problems before they occur and in turn reduce the attrition rate. In this session, Richard Price will provide examples of behavioral modelling algorithms he and his colleagues at Flinders University have developed that have been designed for this purpose.

This session will show you:

  • Tools and algorithms designed for the early identification of students at risk
  • Discuss whole of university support strategies for identified at-risk students
  • How learning analytics has the potential to advise and assist students on strategies to help them maximize their chances of success
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Dr Richard Price

Lead Data Scientist, Planning and Analytical Services Information and Digital Services Division
Flinders University

11:40 am - 12:20 pm CASE STUDY: RiPPLE: An Open-Source, Adaptive, Student- Facing Platform for Providing Personalised Content and Learning Support at Scale

Dr Hassan Khosravi - Senior Lecturer in Learning Analytics The University of Queensland
Dr Hassan Khosravi and his team at The University of Queensland have developed an adaptive, student-facing learning platform called RiPPLE (Recommendation in Personalised Peer Learning Environments) that provides personalised content and learning support at scale. In this session, Hassan will talk about the use of adaptive learning environments in higher education and introduced RiPPLE and how it may be used for free in your own courses/university.

By the end of the session, you will be able to:

  • Explain what is meant by adaptive learning
  • Explain the notion of knowledge tracing and its importance in adaptive learning
  • Appreciate the importance of co-creation in higher education with a tie to adaptive learning and RiPPLE
  • Recommend personalised formative exercises tailored to the needs of each individual student in your course/institute using RiPPLE
  • Recommend Personalised peer learning sessions based on the availability, knowledge state, and learning preferences of individual students in your course/ institute using RiPPLE
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Dr Hassan Khosravi

Senior Lecturer in Learning Analytics
The University of Queensland

12:20 pm - 1:20 pm NETWORKING LUNCH

1:20 pm - 2:00 pm Using Learning Analytics for Curriculum Design and Assurance of Learning

Professor Romy Lawson - Deputy Vice Chancellor – Education Murdoch University
This session will show you how to:

  • Challenges in collecting meaningful data on students’ learning and teaching impacts
  • Exploring the different audiences for learning and teaching data
  • Using data to establish continuous improvement process for curriculum and delivery
  • Making a difference to the student learning experience and performance outcomes
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Professor Romy Lawson

Deputy Vice Chancellor – Education
Murdoch University

Measuring ROI has three components under the guise of learning analytics – defining the ROI of L&D, framing the business case, and case study questions and discussion. Learning objectives of measuring return on investment are three-fold. The takeaway for this session will be strategies and processes for you to define and measure the investment of learning analytics for longterm planning and investments.

This session will show you how to:

  • Analyse the ROI framework and case study;
  • Apply the ROI framework and business case structure to a proposed learning and development opportunity
  • Assess return on investment by leveraging data analytics to quantify value based on commercial and development outcomes
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Dr Wesley Payne McClendon

Industry Executive and Advisory Panel, Masters of Change, Innovation and Leadership Program
Victoria University Graduate School of Business

2:40 pm - 3:10 pm AFTERNOON TEA

3:10 pm - 3:50 pm Can We Achieve Automated Subject Specific Study Advice for Students at Scale?

Professor Barney Dalgarno - Director Learning Online Charles Sturt University
At Charles Sturt University we are developing a system that simplifies the customisation process with the goal of scaling up implementation across entire programs and eventually across all online programs offered by the university. The system will allow the subject designer to easily tag individual online learning resources such as videos, animations and readings, and individual learning activities such as forum discussions, quizzes and simulations, as important to the completion of specific assessment tasks, and will then automatically provide students with study advice during the teaching session based on their individual online behaviour.

This session will illustrate:

  • The benefits of subject specific as distinct from generic analytic driven study advice for students
  • Examples of different learning designs with different intended student online engagement patterns
  • Existing solutions to providing automated study advice to students customised to specific learning designs
  • The alternative approach being taken within the system under development at CSU which simplifies the customisation process to allow at scale implementation
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Professor Barney Dalgarno

Director Learning Online
Charles Sturt University

To sustainably adopt Learning Analytics, there must be a strategic capability that orchestrates the setting for the analysis of complex data and an implementation capability that integrates data and tools with educator practices. More than 87 percent of teachers claim analytics can be a powerful instruction tool in the classroom. These tools are essential drivers that will push/pull the educator’s adoption of Learning Analytics from “interested” to “implementation”.

  • Let’s sift through the teacher’s real needs in order to increase their adoption of LA frameworks in teaching.
  • Selecting the best method for presenting complex sets of data to reduce resistance to adoption
  • Can you explore how analytics tools can form actionable feedback for teachers?
  • Making iterative changes to the teacher’s need to change their mindsets, uplift capability and drive development
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Mollie Dollingher

PHD Candidate
University of Melbourne

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Professor Maia Angelova

Professor of Data Analytics and Machine Learning
Deakin University

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Prateek Jindal

Senior Learning Environments Analyst
Monash College

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Cassandra Colvin

Manager - Learning Analytics
Charles Sturt University

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Professor Kris Ryan

Academic Director
Education Innovation Monash University