Outstanding student achievement: A journey of pedagogy informed and confirmed by analytics

Abstract

This chapter will describe, evidence and critically evaluate a pedagogical journey which takes the reader from a traditional position of the “academic as a domain expert” to what turns out to be a far more effective position as the “academic as a Learning to Learn expert”. The evidence used to confirm the value and effectiveness of this changed approach by the author over a period of 5 years or so is based on Learning Analytics which demonstrate significantly improved academic results and achievements. It also demonstrates that the author's teaching styles have a dramatic impact on the so-called BME Achievement Deficit, compared to many modules at the institution. It has also had a significant impact in terms of improving student satisfaction. The confirmatory evidence derived from the Learning Analytics is now being used to make informed choices by other colleagues to change their own pedagogical choices to also develop excellent achievement in their own modules and programmes