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Friday, June 20 • 9:30am - 10:00am
CON10.07– Analytics and Online Learning at an Australian Tertiary Education Institute (Room A207)

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We have used a systematic approach of the use of a Virtual Learning Environment (VLE), managed at an institutional level, to transform learning and teaching experiences at an Australian tertiary education institute. Through an analysis of systems data analytics, we studied access to and use of the VLE by diverse cohorts of students over time.

Northern Melbourne Institute of Technical and Further Education (NMIT) has a long history of vocational education and training (VET) with large student cohorts, and more recently offered higher education (HE) courses with small but rapidly growing student numbers. The Institute has an integrated approach to the diverse student cohorts with a focus on providing pathways to further study and support for transition in particular from VET into HE courses. Online engagement is an important strategy in our blended learning and teaching approach and in achieving integration.

We will describe the implementation of the VLE in three stages. In 2011-2012, we introduced online learning and teaching using our VLE (Moodle) in all HE subjects using a model of prototyping and piloting, template development, and implementation (stage 1). In December, 2012, we evaluated the status of online learning and teaching in VET (stage 2) to provide a starting point for the same model for design and development initiated in 2013 across selected VET courses (stage 3). Professional development for staff (teachers, administrators) at multiple levels and support for students, included strategically timed structured (e.g. workshops) and unstructured (e.g. one-to-one on demand) support.

We will present simple analytics indicating access (Google analytics) and use (Moodle learning analytics) of the VLE at each stage and consider trends over time. Use was categorised as: basic (transmission of content); intermediate (transmission, self-directed learning); or advanced (transmission, collaboration replacing face-to-face learning).  We are specifically interested in the social constructivist aspects offered by online learning and the engagement of learners and teachers. We compare VLE use by cohorts of students to identify effective strategies for diverse contexts. Analysis of systems data should help to design more effective and efficient online learning and teaching environments, and further tailor learning for individuals. We will discuss benefits and limitations in the data collected and its analysis in our context. We will describe aspects of the project and discuss their importance in terms of engagement with technology and satisfaction of stakeholders.


Friday June 20, 2014 9:30am - 10:00am EDT
A207 McArthur Hall

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