ࡱ> i tbjbj {b{bLt t 8<4pT@df(n\p ccccccc$Zfi,c9|"||c>ch"h"h"|ch"|ch"h"j/[]F4. \2cd0@d]How do I? HYPERLINK "https://wiki.ucl.ac.uk/display/MoodleResourceCentre/M08+-+Discussion+Forums%22%20/l%20%22M08DiscussionForums-SetupanAnonymousForum" \t "_blank" Set up an Anonymous Forum). It is important to be transparent inthe use of learning analytics of this kind. Let students know at the outset that youcan seewhether or not itemshavebeen ticked.Some students may therefore optnot to use this systembut this should not be taken as evidence ofdisengagement. 'Checklist' tool What does itmonitor? Checklists can prompt students of things to door include when preparing for an actionor piece of work e.g. a placement, seeking ethical approval, fieldwork, an assessment etc. Increases likelihood of studentscompletinglisted items. Staff can see what items individual students have ticked and/or added. How does it work? Staff can add Checklists to a course in which students can tick off listed items. Checklists can be configured so students can add their own items. Useful for research modules, or spaces in which a sense of student ownership is beneficial. The report displaysa table listingallthe studentsenrolled on a coursein thefirstcolumn,andall the items on the 'Checklist' presented as column headingsacross thefirstrow. Interpreting the data This toolallows staffmore granularoversightofindividual students. Staff caninstantlyseehowtheirclass is progressing withitems onthe Checklist.(See the HYPERLINK "https://wiki.ucl.ac.uk/display/MoodleResourceCentre/M58+-+Checklist%22%20/l%20%22M58Checklist-Addingandmanagingchecklistitems" \t "_blank" Adding and managing checklist itemssection in theChecklistmini guide).However, students can choosewhetherto usethistooland to what extent so material evidence of engagementwith an itemlisted inthe Checklist,e.g.,an assignment submission,oraforum post, may be a more reliable barometer of engagement with that action. 'Moodle reports' tool What does itmonitor? By regularly reviewingMoodle Reports you can: gauge the relative popularity of resources see the pattern of student usage get asenseofhow andwhenstudentsengage across the course. How does itwork? Most usefulreports for this purpose:Live Logs,Activity ReportsandCourse participation.See ϲ Moodle wiki for information on how to access and use. Logsareuseful fordisplayinglistsof all the actionsone/allstudent(s)haveundertakeninthiscoursewithinthe past year.They are often used to seeifor whenstudentssubmittedworkor engaged with an activity or resource. Activityreportsshowtheitemsinacourse on a single page, sorted by topic/week number. Each item in the report displays withthe: number oftimesit has been viewed, number ofviewers, date and time itwas last accessed, number of days and hours since last access. Courseparticipation/ reports will show all actions forselectedactivities and resources on your course. Interpreting the data Although these tools can readily identify students who maybe recorded as having viewedresources or activities, thesesimplereports maynotontheirownconveyhowmeaningfulthatstudentsengagement was. As in the case of 'Acitivity Completion' data, they should be viewed as a starting point tofacilitate an individual or group discussion with your student(s) about their level of engagement. In the interests of transparency, it is important to let students know at the outset that you can viewthese engagementmonitoringtools. 'Group choice' tool What does it monitor? Gives students the freedom to choose a group andthepotentialto switch groups. Thiscan provide an opportunity to see if students are sufficiently engaged to join a group and consequently to engage in group activities. Groups dont have to be just for formal group work or projects. They could have a social aspect e.g. for encouraging students to form mutually supportive study groups. How does it work? Staff can create empty groups and students can choose which one they want to join. Staff can set limits on the number of students who can join each group. Access to activities and resources can be restricted by group membership. Interpreting the data Any responseindicatesa degree of engagement on the part of respondents.However, youmay be able toread more intostudentsgroup choiceor changes to their choicebased on your knowledgeof thestudents. Where studentshave notjoined a group it possible toprompt themvia individual emails (N.B. HYPERLINK "https://wiki.ucl.ac.uk/x/7R88AQ" \t "_blank" Quickmailcould be used to do this). 'Hot question' tool What does it monitor? It allows students to actively engage in class-widediscussionsby asking questions or making comments anonymously. How does it work? When staffaddaHot Questionsactivityto their course(s),students can contribute questions/topics and/or vote for their peers contribution(s). The more votes a question gets the hotter it becomes and the higher it rises in the list. Interpreting the data You can clearly see what students want to knowor what they thinkby the questions or thoughts they postin theHot Questiontool. In addition, students can get an ideaof how manyof their peers would like to know the answers to thesequestions orconcurwith their comments from thenumber ofvotesthey get. Whereas anonymouspostsmay deny staff the information they need toreach out to individual students,facilitatinganonymous engagement mayincrease participation byreticentstudents. 'Feedback' tool What does it monitor? You can take occasional temperature checks throughout your module, including on how students rate their own engagement with the course. How does it work? Staff create a feedback survey on their course with questions that they create. (N.B. This tool is not typically used for centrally managed module evaluations. See HYPERLINK "/teaching-learning/education-planning/education-planning-2020-21/supporting-student-experience/module-evaluation%22%20/o%20%22Online%20Student%20Evaluation%20Questionnaires" \t "_blank" Online Student Evaluation Questionnairesand HYPERLINK "/teaching-learning/education-strategy/4-developing-student-engagement-and-leadership/harmonising-module-evaluations%22%20/o%20%22Harmonising%20module%20evaluation%20project" \t "_blank" Harmonising module evaluationfor more on Student Module Evaluations). Interpreting the data Staff can seebothindividual responses in detail,anda graphical (and text)display ofaggregatedresponses. Engagement can be gauged both by the number of respondents as well asbythe responses given.Theeffectiveness of this toolforunderstanding the whys and whereforesof students engagementalong a particular learning journeyisthereforelargelydependenton thequestions composed. 'Choice' tool What does it monitor? Can be used to ask students subject related or administrative questions.E.g.Rather asking students to reply by email to a question with pre-set responses, ask student to complete a Choice poll. Easier for students to click on a link and select a response in a Choice, than to write an email response. Staff dont have to collate email responses and figure out who has yet to reply. How does it work? Staff can pose a question or poll (in the form of an MCQ) and students can select one or more of the choices or options given. Staff can configure the Choice tool in a variety of ways. Including ones that determine whether staff and/or students can see the identities of participants. Interpreting the data Interpreting the data generated bythe HYPERLINK "https://wiki.ucl.ac.uk/x/XBVeAw" \t "_blank" Choicetool depends on how ithas beenused or the question students have been asked to answer. For example,if may be used: asa quick poll to stimulate thinking about a topic; tofacilitatestudent decision-making, for example allowing students to vote on a direction for the course; or to quickly test students' understanding. In these cases,any responseindicatesa degree of engagement on the part of respondents.However, the author of the poll may be able to further evaluate thequalityofstudentsengagementby their specific choice(s). Where studentshave notparticipateditispossible to prompt them via individual emails (N.B. HYPERLINK "https://wiki.ucl.ac.uk/x/7R88AQ" \t "_blank" Quickmailcould be used to do this). Orperhaps aaquick temperature check survey of these students, could be done using the HYPERLINK "https://wiki.ucl.ac.uk/display/MoodleResourceCentre/M45+-+Feedback" \t "_blank" Feedbacktool, tosensitivelyexplore their lack of engagement. In some cases, a conversation in class or a forum thatfacilitatedanonymous posts may beappropriate. (See: HYPERLINK "https://wiki.ucl.ac.uk/display/MoodleResourceCentre/M08+-+Discussion+Forums?src=contextnavpagetreemode" \t "_blank" Discussion Forums>How do I? HYPERLINK "https://wiki.ucl.ac.uk/display/MoodleResourceCentre/M08+-+Discussion+Forums%22%20/l%20%22M08DiscussionForums-SetupanAnonymousForum" \t "_blank" Set up an Anonymous Forum).  Key takeaways There is a wide range of useful tools in Moodle to help you identify patterns of activity in your course. Activities can be designed in to help the student track their progress and for you to monitor engagement. Make this purpose is clear to students. Plan early what kind of intervention might be needed at the individual or cohort level ifyouidentifyproblems when monitoring student engagement andprogress. If students are unaware of (or cannot find) something they are unlikely to engage with it. Tell them what they should engage with and why; outline howengaging with this resource or activityprogresses their learning journey.The structure and design of the Moodle course should map that journey. Nurture intrinsic motivatione.g., try to set tasks that build on tasks previously set, leading into high stakessummativeassignments, so that there is a clear progression and benefit from engaging withrelatively lowstakes activities.  Further help Contactany of your  HYPERLINK "/isd/services/learning-teaching/meet-digital-education-team" education support named contacts for advice ondesigning, structuring and delivering your course, etc.: Your Faculty Learning Technology Lead (FLTL) Your Departments Learning Technologist Your Schools Digital Education Advisor (DEA) Consultthe HYPERLINK "/teaching-learning/publications/2021/sep/ucl-connected-learning-baseline" \t "_blank" Connected Learning Baselineand align your course(s) with it. Participate in anABC Learning Design high-speedworkshop thatresults in a collaborative course/programme design. Useful ϲ resources include:  HYPERLINK "/teaching-learning/publications/2021/oct/encouraging-student-engagement-blended-and-online-learning" \t "_blank" Encouraging student engagement with blended and online learning[Teaching Toolkit]  HYPERLINK "https://wiki.ucl.ac.uk/display/MoodleResourceCentre/ϲ+Moodle+Staff+Guide" \t "_blank" ϲʠMoodle Staff Guide   HYPERLINK "/teaching-learning/publications/2021/oct/encouraging-student-engagement-blended-and-online-learning" References and furtherreading Ahern, S. (2020)Moodle: How do students use yours?[online]. Available from:  HYPERLINK "https://blogs.ucl.ac.uk/digital-education/2020/04/15/moodle-how-do-students-use-yours/" https://blogs.ucl.ac.uk/digital-education/2020/04/15/moodle-how-do-students-use-yours/(Accessed 23 August 2021). Centerfor Teaching, Vanderbilt University (n.d.)Classroom Assessment Techniques (CATs)[online]. Available from:  HYPERLINK "https://cft.vanderbilt.edu/guides-sub-pages/cats/" https://cft.vanderbilt.edu/guides-sub-pages/cats/ (Accessed 23 August 2021). Digital Education ϲ (2021)ϲ Connected Learning Baseline[online]. 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