The following strategies and resources have been produced to assist staff in successfully utilising Teacher Insights throughout the Semester. 

Before Semester

  • Review cohort information to see if there have been any demographic changes from previous course offerings and recommend:
  • Create a short introductory video using Kaltura covering the:
    • course structure, schedule and layout
    • importance of preparing for class beforehand
    • expectation that students are accountable for their learning

Week 1

  • Include ice-breaker activities if you have a high percentage of non-English speaking or international students:
    • Google Maps: Have students search for their home country on Google Maps and share it amongst the group.
    • Three Words: Have students describe themselves in three words to the group.
    • People Bingo: Create a Bingo card and the student who manages to find others who meet all the criteria first wins.
    • Two Truths and a Lie: Have students share two truths and a lie, leaving the group to guess which the lie is.
    • The Friendly Debate: Have students debate a topic (e.g. What skill is more valuable: creativity or logic?)
  • Facilitate a “make a friend” activity if you have a high percentage of brand new students:
    • Set aside 10 minutes for students to introduce themselves to someone new and to schedule a casual meeting with that person.
    • Follow up in Week 2 to see if everyone met up as planned.

Through the Semester

  • Check the number of students who have not accessed videos or formative assessment before class and identify links to any particular demographic:
    • Talk to students in class about the importance of preparation and identify any underlining issues such as time management, procrastination or external factors.
    • Share a screenshot of the data with students. By showing the actual figures, student will understand their progress in relation to their peers.
    • If students are routinely not accessing pre-class material, design a formative in class assessment item that matches the learning objectives for the "preparatory work" or consider adding this to course design for the following semester.
    • Consider the value of grouping students in class based on whether or not they have done the preparatory work. This allows an appropriate depth of discussion based on what the students have prepared for. 

Week prior to census

  • Identify students who have not logged into Learn.UQ (Blackboard) or Edge by census date. Email those students to suggest that they might not be able to catch up on the missed work and may need to consider withdrawing from the course without academic penalty/ cost impost.

After each assignment 

  • Identify non-submitters, students who have failed assessment and high achieving students. See if there is a relationship to the number of system, video views or attempts at formative assessment.
    • Send a message to non-submitters asking whether there was a reason and if they need extra support.
    • Provide students with a general overview or screenshots of the findings to motivate them.

End of Semester

  • Tweak course design depending on findings throughout the Semester.
  • Look at issues that arose and whether they can be solved in the future by changes to course design.