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Learning gain metrics and personal tutoring: Opportunities and ethics

This article explores the use of learning gain metrics in higher education and the potential for personal tutoring to enhance student learning. It discusses the findings of various learning gain projects and highlights the importance of ethical considerations. The article also addresses the challenges and opportunities of student engagement with learning gain data.

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Learning gain metrics and personal tutoring: Opportunities and ethics

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  1. Learning gain metrics and personal tutoring: Opportunities and ethics Dr Camille B. Kandiko Howson Academic Head of Student Engagement @cbkandiko King’s College London camille.Kandiko_howson@kcl.ac.uk

  2. Overview • Learning gain metrics • Uses of learning gain • Enhancement and Ethics

  3. Learning Gain Pilot Projects HEFCE/OfS funded 13 mixed method projects involving 70 institutions over three years, using: • Learner analytics/Grades • Self-reported surveys • Standardised tests • Multiple measures of a specific theme • National Mixed Methodology Learning Gain Project (NMMLGP) • Higher Education Learning Gain Analysis (HELGA)

  4. Affective measures • Transition experience • Self efficacy • Well-being • Disposition to learning • Confidence • Resilience • Satisfaction

  5. Behavioural measures • Student engagement • Placements/ work-based learning • Employability experiences • Co-curricular activities • Skills self-assessment • VLE engagement • Learner analytics

  6. Cognitive measures • General cognitive gain • Disciplinary cognitive gain • Critical Reasoning Skills • Situational judgement • Research methods

  7. Outcome measures • What have your students gained? • Grades, progression • Employability skills (Affective, Behavioural, Cognitive) • Other outcome measures • Back to purposes… • Is it critical thinking, generic graduate skills, disciplinary mastery, developing employability or something more holistic?

  8. Learning Gain Findings • What is measured depends on view of purpose of higher education • Learning gain encompasses affective, behavioural and cognitive aspects • Balance between methodological precision and practical collection and application of data • Students need support, advice and guidance to make sense of the data • Engagement depends on use of data

  9. Uses of learning gain data

  10. Learning gain and enhancement and ethics >

  11. Learning gain and enhancement • Support student learning • Personalised dashboards • Instruments that are reflective pedagogical tools • Evaluate classroom intervention • Innovative pedagogies • Embedding research into teaching • Enhance course experience • From ‘module-mania’ to larger curriculum focus • Target institutional initiatives • Attainment gaps • Careers services interventions

  12. Enhancement and tutoring • Students need support, advice and guidance to make sense of and use data for their learning • Tutors best placed for interventions focused on specific groups of students (e.g. data used to tackle attainment gaps) • Opportunities for “evidence-based” individual and group tutoring sessions • Tutors can feedback on student engagement

  13. Triangle of Doom • Data protection • Data sharing • Ethics Concerns at Student, Inter-institutional, Intra-institutional, and Governmental/ Corporate levels

  14. Student engagement (-) • Challenges of getting students to complete tests, surveys, etc • Students making sense of and acting on data • ‘Pact of disengagement’ • What students ‘want’ versus ‘what is good for them’

  15. Student engagement (+) • Opportunities for students to be part of: • Evaluation planning • Data gathering • Data analysis • Data sharing • Actioning data • Enhancement • Feedback and follow-up

  16. Questions? Let’s continue the conversation; @rara_tutor #raratutor twitter.com/rara_tutor Sign up for our mailing list: www.raratutor.ac.uk

  17. Raising Awareness,Raising Aspiration

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