1. Smarter Learning: Improving student engagement and outcomes Professor Hamish Coates hamishc@unimelb.edu.au Smarter Learning: Improving student engagement and outcomes Professor Hamish Coates hamishc@unimelb.edu.au

2. Growing momentum Case study large-scale surveys Generalisable assessment model Planning considerations

3. What is the best university in the the country?  How do you know? What is the best university in the the country?  How do you know?

4. Plan Act Evaluate Improve Hunch

6. Shaping rationales Rapid increases in scale Ensuring quality outcomes New robotic teaching Institutional competitive positioning Blended forms of learning Faster, better, cheaper management New generation faculty Institutional competitive positioning Simplistic rankings constraining growth Need for multidimensional perspectives Cost and pricing pressures Hybrid business models and providers Diversification and stratification Pervasive internationalisation Big data analytic opportunities Nuanced quality parameters Learner expectations and segments

7. Little data Universal Elite Mass Effectiveness data Happiness data

8. Institution inputs Teaching inputs and processes Student processes and outcomes

9. Growing momentum Case study large-scale surveys Generalisable assessment model Planning considerations

10. Quality and productivity frontiers As getting-in gets easier, getting-out gets harder (or it should)  Engineering an engaged experience  Assessing learning outcomes Quality and productivity frontiers As getting-in gets easier, getting-out gets harder (or it should)  Engineering an engaged experience  Assessing learning outcomes

15. Growing momentum Case study large-scale surveys Generalisable assessment model Planning considerations

16. Stage 1: Establish assessment partnerships Stage 2: Define and produce assessment specifications and tasks Stage 3: Develop shared processes Stage 4: Reporting and benchmarking Assessment collaborations

17. Stage 1: What sort of partnerships can you establish, and with who? Stage 2: What work is required to define learning outcomes, and collaborate on the production of assessment tasks? Using this model to improve assessment? Best single change to make? What’s required to make change work? Using this model to improve assessment? Best single change to make? What’s required to make change work? Stage 3: How might any assessment processes be shared? Stage 4: What improvements could be made to reporting? What benchmarking options are available?

18. Administer items Build frameworks Find colleagues Don’t wait Analyse and report Share definitions Review and improve Benchmark and interpret Capture/produce items Doctors Doctors Economists Economists Civil/mechanical engineers Civil/mechanical engineers Biomedical scientists Biomedical scientists “Generic skills” “Generic skills” Historians? Historians? Psychologists? Psychologists? Accountants? Accountants? IT? IT? Engagement Engagement

19. Growing momentum Case study large-scale surveys Generalisable assessment model Planning considerations

20. Who owns data? International? Transparent? Relevance? Verifiability? Population? Validity? Meaningful reports? Reliability? Quality assured? Implementation? Consequences?

21. Governance, funding and ownership Leadership, management and advisory architectures Competitive relativities for institutions and ‘research’ Building institutional and professional capacity System, institution, faculty, student and stakeholder engagement Varying participation rationales and expectations (Technical and operational matters) Imposed, collaborative or bottom-up model/ethos Generalisability and contextuality Monitoring, improvement or enhancement rationales

22. Smarter Learning: Improving student engagement and outcomes Professor Hamish Coates hamishc@unimelb.edu.au Smarter Learning: Improving student engagement and outcomes Professor Hamish Coates hamishc@unimelb.edu.au