The Learning Genome Introduction Is there a Learning Genome? Are there a set of factors we can point to which are clear indicators of student success? Can these be found amongst the sea of data we collect about our students? Can these be used to recommend customised pathways of success for our students? How can they be used to enhance learning design, teaching and the student experience? We live in an age where companies such as Amazon, Netflix and Google utilise the data they have about us to provide us with customized outcomes. The purpose of this project is to apply these same techniques and technologies to open opportunities and enrich the learning of our students. We want to find out if, based on the data we have about our students, we can make suggestions (or recommendations) as to what actions the University should take and students should take to become the best they can be. Expected Outcomes/Progress Dissemination of findings will be achieved through several mechanisms. The Project site will act as the primary communication and dissemination hub throughout and beyond the life of the project. Progress will be reported at Learning and Teaching week and through the Macquarie Learning Technologies Cluster that has provided support for the development of this application. Academic papers and presentations are planned from the activities and outputs arising from the technical and educational streams. Find out more Blurb from our website & graphics to go here… Contact: Details of who to contact for further information Mauricio Marrone Burgoa, Jamie Gabriel, Maree Gosper, Gary Lau, Vanessa Warren Innovation & Scholarship Program Grant Aims To empower and inform staff of the ways to use smart- data to inform their teaching To illustrate the kinds of data that can be made available to revolutionize teaching at this university To empower students with knowledge and information to make informed decisions that will open opportunities and maximise their learning Approach Tips for making a successful poster…  Simplify everything, avoid data overkill. Pictures and images are good.  Headings of more than 6 words should be in upper and lower case, not all capitals.  Never do whole sentences in capitals or underline to stress your point, use bold characters instead.  When laying out your poster leave breathing space around your text. Don’t overcrowd your poster.  Try using photographs or coloured graphs. Avoid long numerical tables.  Spell check and get someone else to proof-read.  Remember to stress the innovative/creative aspects Captions to be set in Times or Times New Roman or equivalent, italic, between 18 and 24 points. Right aligned if it refers to a figure on its right. Caption starts right at the top edge of the picture (graph or photo). Captions to be set in Times or Times New Roman or equivalent, italic, 18 to 24 points, to the length of the column in case a figure takes more than 2/3 of column width. Captions to be set in Times or Times New Roman or equivalent, italic, between 18 and 24 points. Left aligned if it refers to a figure on its left. Caption starts right at the top edge of the picture (graph or photo). Captions to be set in Times or Times New Roman or equivalent, italic, 18 to 24 points, to the length of the column in case a figure takes more than 2/3 of column width. Captions to be set in Times or Times New Roman or equivalent, italic, between 18 and 24 points. Left aligned if it refers to a figure on its left. Caption starts right at the top edge of the picture (graph or photo).. Acknowledgements This project is funded through the Innovation and Scholarship Program, Macquarie University. Also acknowledge any partner funding