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dc.contributor.authorSelf, Richard
dc.date.accessioned2016-11-14T09:58:22Z
dc.date.available2016-11-14T09:58:22Z
dc.date.issued2016-04
dc.identifier.citationSelf, R. (2016) 'Outstanding student achievement: A journey of pedagogy informed and confirmed by analytics', in Anderson, M. and Gavan, C. (ed.) Developing effective educational experiences through learning analytics, Hershey, Pennsylvania: IGI Global, p.185-213en
dc.identifier.isbn9781466699830
dc.identifier.doi10.4018/978-1-4666-9983-0.ch008
dc.identifier.urihttp://hdl.handle.net/10545/620819
dc.description.abstractThis 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
dc.language.isoenen
dc.publisherIGIen
dc.relation.urlhttp://www.igi-global.com/chapter/outstanding-student-achievement/147044en
dc.relation.urlhttp://www.igi-global.com/book/developing-effective-educational-experiences-through/141933en
dc.subjectLearning Analyticsen
dc.subjectStudent Achievementen
dc.subjectHigher educationen
dc.subjectData processingen
dc.subjectLearning evaluationen
dc.subjectData miningen
dc.titleOutstanding student achievement: A journey of pedagogy informed and confirmed by analyticsen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Derbyen
html.description.abstractThis 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


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