Charting the development and rationale of a student learning skills project in Higher Education as an integrated semi automated system that uses learner diagnostics to provide automated learning plans for students. Looks at using Policy as institutional leverage and technology to assess student learning skills development.

1. “From Institutional Policy to Individual Practice: Using Learning
Technologies to Develop and Assess Essential Learning Skills”
Sarra Saffron Powell
University of Liverpool
sarrasaf@liv.ac.uk

2. Definitions
Rationale and drivers – Sound pedagogical
principles?
Functionality iLearn
GradeMark
iLearn/Skills Diagnostic
Evaluation
Challenges
Discussion

3. Learning technologies:
‘Learning technology is the broad range of communication, information and
related technologies that can be used to support learning, teaching, and
assessment’ (ALT, 2011)
Digital Literacies
‘a blend of ICT, media and information skills and knowledge situated within
academic practice contexts while influenced by a wide range of techno-social
practices involving communication, collaboration and participation in
networks’ (JISC Design Studio, 2011)
image from GregFalken.com

4. Rationale and drivers
“iLearn is a collaborative response to a range of key internal and external drivers,
most notably, the enhancement of the student experience and extending Widening
Participation provision” (iLearn Working Document, 2011)
UoL Strategic Plan 2009-2012

5. Rationale and drivers
Research
purposes
Accessibility/
Inclusivity
Digital
Literacies
Relevance/usability
-’in house’ resources
Synergise with
existing University
systems
HEA inclusivity
Programme
Improved
interactivity
Provide evidence for
Access Agreement
iLearn Working Document
Sound pedagogical
principles
Provide
Feedback
Guild/student
collaboration
Track student
progression
(alert system)

6. Rationale and drivers- Sound pedagogical principles?
Enhancing the student experience: (Yorke and Longdon 2008)
•Range of institutional activities that improve student success:
Commitment to student learning and hence student engagement;
Placing emphasis on the first year experience (including provision of
resources);
Systematically monitoring student achievement and acting on the evidence
thereby collated
•Tracks student progression
•Extended induction (UoL Strategy Review)

7. Rationale and drivers
Accessibility/Inclusivity:
•UoL: a top Russell Group WP provision evidence for Access Agreement increased external governance (Cable and Willetts,
2011);
•HEA Inclusive Cultures Programme – institutional commitment;
Relevance/usability of resources ‘in-house’:
•Subject specific activities improve confidence, criticality and self-reflection in
learner (Allen and Clarke 2007, Wingate 2006)
•Improved interactivity;
•Clarity and relevance for learner (Reeves et al, 2002)
Feedback provision:
Guild/student collaboration: Responding to the student voice
Quality, timely, detailed and relevant (Gibbs and Simpson 2004)
significantly enhances the student learning experience (Sadler 1983, Biggs
2003) if it is articulated in a way matches the students’ level of
sophistication and understanding (Glover and Brown, 2006)

8. Rationale and drivers
Synergise with existing University systems:
Development of Online Planner;
iTeach;
GradeMark;
Student Learning Journey, (Curricula/co-curricula and extra-curricula
developments); Curriculum Review;
HEAR ;
PDP;
eLearning Strategy;
Skills and Learning Strategy (“promoting flexibility and personalisation of
learning to support progression”);
Careers and Employability (shared repository);
Informed by the Graduate Skills Agenda;
CDS mobile learning – support learners’ use of personal technologies
(Beetham et al 2009)
Developing Digital Literacies Programme...

9. Rationale and drivers
Data repository:
Pedagogical research
purposes;
A measurability tool of
student progression;
A tool to aid teaching
efficacy/design;
Evidence for PDP systems;
Image: infoltics.wordpress.com

10. Functionality - overview
SPIDER
database
Data output
Demographics data
Skills profiles
Individual
Degree pathway
New data relationships
Google analytics
= workshops

11. GradeMark - overview
VITAL
Staff
GradeMark
iLearn
Online
comments
pallets
(UoL)
Google analytics
Timely, quality and relevant feedback enhanced student experience (Gibbs and
Simpson, 2004) articulated at a level that matches the students’ sophistication
and understanding (Glover and Brown, 2004)

12. UoL identity, specific
Access level resources
(no skills diagnostic)
The new iLearn
Password protected (ID)
Skills Diagnostic
Automated marking
and immediate
feed back
Aligns to
Online
module
planner
Language of
learning
Bespoke
UoL
resources
Workshops
Online booking
form (tracking)
Feedback
Search function
iLearn resources
Access/Edu
Apps
Recommend a
resource

13. Skills Diagnostic
Formative assessment for all students entering UoL at undergraduate level 1
Automated marking instant feedback for students
Feedback
email
student
Email
iLearn website
Personal
Tutor
(Academic
Advisor)

14. Workshops option
“Extended Induction Programme”
iLearn website
workshops
Google analytics
Booking system
Concept testing – if footfall relates to workshop attendance
later development of individual tracking system alerts admin/tutor to
student need.
“needs responsive” and “just in time teaching” (Gasler et al, 2004)

15. Evaluation
3/10 – 17/11/11
Google analytics : geographical spread, site usage, traffic, spread of page
visits etc

16. Evaluation
What are users
using?

17. Evaluation
Staff feedback :
“I've been working with iLearn to examine the functionality for my students. I really
like all of the work that you have done. It is excellent.”
“I’ve been playing around with iLearn and it looks great – a very useful tool. I’m just
wondering if it’s possible for staff to take the skills diagnostic to get an idea of what
we’re asking the students.”
“Giving a talk on understanding plagiarism, its causes and avoiding it to a group of
new MRes students this afternoon – many of whom will be international. This new
resource is timely as offers support on areas such as time management and
academic writing skills all of which can address the plagiarism issue”
Student feedback:
“Excellent tutorial on referencing for those new to it. It has helped clear up a few
ambiguities from conflicting sources.”
“This is a brilliant learning resource – I’ve spent 10 minutes on this page; and
already I know a lot more about myself as a learner, than I ever have before. Its
a page that you can come back to as you develop your skills.”
Etc etc.....

18. Future Evaluation
•Focus groups: to explore relevance usability;
•Further rounds of student consultation with Guild Reps;
•Questionnaires;
•Mapping Entry profiles to exit points;
•JISC evaluation toolkit.

19. Challenges
Image: j.king

20. Challenges
•Articulate package can be troublesome...
•Problems with functionality in networked computer systems;
•Personal incompetence: overwriting files
•Problems of identifying where data is held
•Accessing UoL databases
•Data protection and confidentiality issues
•Volume of resources required
•Maintenance/updating
•Copy write and permissions take time
•Compatibility Articulate and mac systems (flash issues)

21. Articulate – PowerPoint Ribbon
Multi media
Interactive quizzes
MCQ
Feedback options
Guided images
Process templates etc etc

22. SEDA 2
0
11
E ED
SSDAA
e
Delegatate
Deleg
pack
pack
2011
2011
Thank you for listening.
Fiddled Image: off themark

23. Discussion points
•
Questions?
•
In what ways might your institution’s strategies and policies be used to
support collaboration in the use of technologies?
•
What are meaningful ways of evaluating the efficacy of online coaching
and skills development tools?

24. Reference List
ALT (2011), http://www.alt.ac.uk/ [accessed 11/11/11]
Allen J and Clarke K, (2007) Nurturing supportive learning environments in Higher Education
through the teaching of study skills: to embed or not to embed? International Journal of
Teaching and Learning in Higher Education, 19 (1), pp.64-67, http://www.isetl.org/ijtlhe
[accessed 21/01/2011]
Beetham H, McGill L, and LittleJohn A, (2009) Thriving in the 21 st Century: Learning Literacies
and the Digital Age (LLiDA project), The Caledonian Academy, Glasgow Caledonian University,
http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf [accessed
10/02/2011]
Biggs J, (2006) Teaching for Quality Learning at University, OUP, Berkshire
Cable V, and Willetts D, (2011) Guidance to the Director of Fair Access, Issued by Secretary of
State for Business, Innovation and Skills and Minister for Universities and Science
http://www.bis.gov.uk/assets/biscore/higher-education/docs/g/11-728-guidance-to-directorfair-access [accessed 4/03/2011]
Glover C, and Brown E, (2006) Written Feedback for Students: too much, too detailed or too
incomprehensible to be effective?
http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.pdf [accessed 23/02/2011]
Gassler G, Hug T, and Glahn T (2004) Integrated Micro Learning - An outline of the basic
method and first results, http://www.ro.feri.uni-mb.si/razno/icl2004/pdf/gassler.pdf
[accessed 21/02/2011]

25. Hughes S, (2011) Simon Hughes MP, Advocate for Access to Education and Liberal Democrat
Deputy Leader, http://www.simonhughes.org.uk/en/article/2011/455211/simon-hughesoxford-cambridge-must-widen-access-to-charge-higher-fees [accessed 23/02/2011]
JISC Design Studio (2011) Digital Literacies Anatomy
http://jiscdesignstudio.pbworks.com/w/file/40474828/Digital%20literacies%20anatomy.pdf
[accessed 28/09/11]
Reeves T. C, Herrington J, and Oliver R, (2002) Authentic activities and online learning,
http://elrond.scam.ecu.edu.au/oliver/2002/Reeves.pdf [accessed 25/02/2011]
Wingate U, (2006) Doing away with Study Skills, Teaching in Higher Education, Vol 11 (4) pp.
417-469 http://basicskills.edublogs.org/files/2008/06/doing-20away-20with-20-27study20skills-27.pdf [accessed 23/02/2011]
Yorke M, and Longden B, (2008) The first year experience of Higher Education in the UK: Final
Report, Higher Education Academy