This webinar is part of our 2021 CPD webinar sessions. Participants will earn an ALT CPD Open Badge which can be used as evidence towards accreditation via one of the pathways in ALT’s CMALT framework. 

If you missed a previous CPD webinar, recordings are available over on Youtube. 

Presenter:    Lim Keong Teoh and Amy Tan

In the new era of a big data world, educators can use data for designing their teaching in accordance with the students’ learning needs. Data helps to identify the students’ strengths and weaknesses; this will contribute to the ongoing improvement of teaching practices.
We piloted data-driven teaching in the two mandatory modules for accounting and finance programmes. If the students fail the modules, they will not be able to progress to the next level of studies.
Data from learning analytics as well as other relevant data sets including online quiz scores, weekly self-reflection comments, student attendance records etc., have been used to determine whether the students were actively or poorly engaged in the modules. We can then address any issues and adjust our teaching practice accordingly.

Using data to inform teaching is not new to educators. In the past, educators have been making their decisions based on their experience or the so-called valuable data in their head. With the advancement of educational technology, Learning Management Systems such as Canvas can provide larger and more complex data, i.e. learning analytics, for educational decision making.
The data-driven teaching approach has helped us to identify the students at risk so that we can take appropriate actions to support them at an early stage. Through their ongoing self-reflection upon the learning analytics, students have become more independent and responsible learners. Despite the challenges during the pandemic, both modules have received positive student feedback and achieved good results.