Difference between revisions of "Notepad:DSALT"

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Data Stewardship & Analytics for Learning & Teaching (DSALT) Working Group (DRAFT)
+
'''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:
+
'''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.
−
• Whose data: Students’ and Instructors’ data
 
−
• Sources: all sources within TRU and through TRU agreements (including software agreements)
 
  
 +
'''Deliverables:'''
  
−
Governance:
+
a)    Development of principles and the scope they apply to
  
−
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.
+
b)   Student consent guidelines and sample
  
−
2) Data Stewardship & Analytics for Learning & Teaching (DSALT) working group (meet to receive task group reports & decide next steps; recommend to TLC)
+
c)    List of data sources and access rules (relevant systems)
−
- 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
+
d)   List of relevant polices & policy needing revising
  
−
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?
+
e)   Guidelines and mechanisms for review for decisions about technology, policy and implementation for access and use of student data.
−
- 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?
+
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)
  
−
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…”?
+
'''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'''
  
−
II) Peer Institution Landscape scan
 
 
Governance structures
 
Governance structures
 +
 
Policies
 
Policies
 +
  
 
Sample principles and procedures:
 
Sample principles and procedures:
−
- https://www.ed.ac.uk/academic-services/policies-regulations/learning-and-assessment/learning-analytics
+
 
−
- UBC
+
-      <nowiki>https://www.ed.ac.uk/academic-services/policies-regulations/learning-and-assessment/learning-analytics</nowiki>
−
o Principles: https://learninganalytics.ubc.ca/ethics-policy/learning-analytics-at-ubc-purpose-and-principles/
+
 
−
o Ethics https://learninganalytics.ubc.ca/ethics-policy/
+
-      UBC
−
- 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/
+
o  Principles: <nowiki>https://learninganalytics.ubc.ca/ethics-policy/learning-analytics-at-ubc-purpose-and-principles/</nowiki>
−
-
+
 
−
-
+
o  Ethics <nowiki>https://learninganalytics.ubc.ca/ethics-policy/</nowiki>
 +
 
 +
-      University of west London <nowiki>https://www.uwl.ac.uk/sites/default/files/Departments/About-us/uwl_learning_analytics_policy_2018_0.pdf</nowiki>
 +
 
 +
-      University of Michigan <nowiki>https://ai.umich.edu/learning-analytics-guiding-principles/</nowiki>
 +
 
 +
-      
 +
 
 +
-      
 +
 
  
 
Experience of process samples:
 
Experience of process samples:
−
- https://ammienoot.com/brain-fluff/learning-analytics-policy-development/
+
 
−
- http://education.okfn.org/learning-analytics-policy-development/
+
-      <nowiki>https://ammienoot.com/brain-fluff/learning-analytics-policy-development/</nowiki>
 +
 
 +
-      <nowiki>http://education.okfn.org/learning-analytics-policy-development/</nowiki>
 +
 
  
  
−
III) Identify gaps in the policies
+
'''III) Identify gaps in the policies'''

Latest revision as of 13:53, 27 November 2020

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/

-      

-      


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

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