BB2010_v06

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Learning Management System (LMS) Data vs. Staff Surveys: Tailoring Staff Development : 

Learning Management System (LMS) Data vs. Staff Surveys: Tailoring Staff Development Karin Barac Blended Learning Advisor (Arts, Education & Law) Nicole Wall Blended Learning Advisor (Science, Environment, Engineering, Technology)

Griffith University’s Blended Learning Strategy : 

Griffith University’s Blended Learning Strategy To systematically embed blended learning approaches in the teaching and learning activities of all programs by 2011 To develop a campus environment capable of supporting blended learning To nurture and extend staff capabilities in the applications of blended learning To extend the University’s quality assurance framework to support blended learning approaches

Role of the Blended Learning Advisor : 

Role of the Blended Learning Advisor Centralised versus Decentralised Support

Role of the Blended Learning Advisor : 

Role of the Blended Learning Advisor ARTS, EDUCATION, LAW BUSINESS HEALTH SCIENCE, ENVIRONMENT, ENGINEERING, TECHNOLOGY INS T&L

Role of the Blended Learning Advisor : 

Role of the Blended Learning Advisor This hybrid sustainable model allows for: Faculty Specific Strategies Bridging the gap culturally Holistic approach to blended learning

Blended Learning Implementation Plans : 

Blended Learning Implementation Plans

Strategies for Change : 

Strategies for Change Benchmarking Activities Staff Survey LMS Data

Staff Development Survey : 

Staff Development Survey Instrument Delivery Strategies Results

Please rank your preferred mode of training. : 

Please rank your preferred mode of training.

Please rate your interest in the following training area topics: : 

Please rate your interest in the following training area topics:

What tools interest you? : 

What tools interest you?

What other areas or tools not listed above would you be interested in learning about? : 

What other areas or tools not listed above would you be interested in learning about?

Purpose of LMS Usage Data : 

Purpose of LMS Usage Data Academics aren’t sure what they need and if they are their proposed solutions don’t always fit Need to approach executives with ‘big picture’ information

LMS Usage Data : 

LMS Usage Data Provides a count on Content tools Communication Tools Assessment Tools Learner Support Tools

LMS Usage Data - Findings : 

LMS Usage Data - Findings Irregular enrolment counts for staff and students and offerings Course joins vary between schools (effects cross campus consistency) Quickwins Empty Folders Courses with no announcements

LMS Usage Data - Findings : 

LMS Usage Data - Findings Identify courses that do NOT use the LMS Low tool usage across all faculties Significant differences between faculties Direct correlation between enrolment count and items Variations in Assessment tools and Learner Support tools

LMS Usage Data - Findings : 

LMS Usage Data - Findings

LMS Usage Data - Findings : 

LMS Usage Data - Findings

LMS Usage Data - Findings : 

LMS Usage Data - Findings

LMS Usage Data - Outcomes : 

LMS Usage Data - Outcomes The data provides: Greater evidence to identify the level of engagement Ability to quickly identify at-risk courses Valuable information when correlated with other data (retention, fail rates, students evaluations etc) A benchmark

Future Directions : 

Future Directions Work with school executives to further action Formalise benchmarks for Blended Learning Implementation Plans Use in the next phase of analysis (acknowledging the student perspective) which may include getting students to audit courses

Questions : 

Questions

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