Notepad:DSALT

Data Stewardship & Analytics for Learning & Teaching (DSALT) Working Group (DRAFT)

Focus: Determine existing, potential, and approved access and use to Student and Instructor data for enhancing teaching and learning at TRU, and propose TRU decision-making on access and use processes, governance and policy.

Deliverables:

a)    Development of principles and the scope they apply to

b)   Student consent guidelines and sample

c)    List of data sources and access rules (relevant systems)

d)   List of relevant polices & policy needing revising

e)   Guidelines and mechanisms for review for decisions about technology, policy and implementation for access and use of student data.

f)     A webpage (repository, hub?) for students, faculty, etc…

Scope:

·     Whose data: Students’ and Instructors’ data

·     Sources: all sources within TRU and through TRU agreements (including software agreements)

Governance:

1)   Teaching and Learning Committee (larger group, informing, providing insight & review, approvals) – monthly report, review & provide feedback, approve pilots and recommendations, receive working group reports and make decisions. Expertise, transferability, credibility and relevance.

2)   Data Stewardship & Analytics for Learning & Teaching (DSALT) working group (meet to receive task group reports & decide next steps; recommend to TLC)

-      Co-chairs (facilitating, timelines, processes): Brian Lamb & Carolyn Hoessler

-      Task groups (deliverable focused; work between working group meetings; report to working group taskforce; working meetings with minimal tasks; membership based on specific topics such as data warehouse/storage/accessing; student consent policy; reporting and external release).

-      (Current) Membership:

o  IT – Hugh Burley (security and privacy)

o   IPE – need new

o  Library/Faculty – Amy Paterson

o  ID/Faculty – Michelle Harrison

o  Faculty eLearning Coordinator – Brenna Clarke Gray

o  Dean – Gregory Anderson

o  Privacy – Laurel Wale

o  Faculty – Andrew Fergus (SOBE), Sasha Kondrashov (EDSW)

o  Student – Dipak Parmar

o  Student –

o  Indigenous Representative

o  Faculty of Student Development (Early Alert? Student Affairs?)

o  Registrar; Enrollment Services

o  New (or fill-in) IPE Rep

I) TRU Landscape Scan

Question 1: a) What are all possible uses of student and instructor data for enhancing teaching and learning at TRU? b) Which ones should be used at TRU?

-      Enhance through research on teaching and learning

-      Enhance through customized feedback and information for students

o  E.g., quiz answers and branching

-      Enhance through early alerts & identifying students missing academic milestones

o  Pamela Fry’s office

-      Enhance through program review and continuous improvement

-      Enhance through promotion and recruitment based on evidence

o  Stats on retention

-      Enhance through evaluating student participation and performance

-      Enhance through evaluating instructor engagement and performance (not currently done, possible in the technology system).

-      Enhance through partnerships and agreements with software or educational experience providers (e.g., integrating a textbook publisher’s software into the LMS where they can access and use student data).

-      Connections with alumni (data)

-      Other, please specify…

Question 2: What are all the existing student and Instructor data sources on campus? Storage & who has access? Approved uses? Who externally has access in agreements and what uses?

Question 3: What policies and guidelines already exist for the use of student and Instructor data? Any identified gaps so far?

Question 4: What unwritten guidelines and “we usually do…”?

II) Peer Institution Landscape scan

Governance structures

Policies

Sample principles and procedures:

-      https://www.ed.ac.uk/academic-services/policies-regulations/learning-and-assessment/learning-analytics

-      UBC

o  Principles: https://learninganalytics.ubc.ca/ethics-policy/learning-analytics-at-ubc-purpose-and-principles/

o  Ethics https://learninganalytics.ubc.ca/ethics-policy/

-      University of west London https://www.uwl.ac.uk/sites/default/files/Departments/About-us/uwl_learning_analytics_policy_2018_0.pdf

-      University of Michigan https://ai.umich.edu/learning-analytics-guiding-principles/

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Experience of process samples:

-      https://ammienoot.com/brain-fluff/learning-analytics-policy-development/

-      http://education.okfn.org/learning-analytics-policy-development/

III) Identify gaps in the policies