Further evidence of the school’s strategic and operational approach to how it will enable student development and achievement for its diverse body of students is through its use of learner analytics, as set out in the Learning and Teaching Strategy. For example, it will do this through the use of the school’s AGS, which is a bespoke, comprehensive integrated end-toend system, developed in-house, that tracks processes and archives data and information, including the VLE. The AGS manages student records, curriculums, and human resources. It is a system central to the functioning of the school, as is the assessment system, an external system linked to the AGS, with all activity logged on the AGS. The AGS collects data across all aspects of the student journey, from application through to award, using its automated functions to turn this data into regular sets of reports. At a granular, module level, these reports will be reviewed by module leaders and Personal Academic Tutors (PATs), with programme leaders and the Director of Education receiving reports of learners’ analytics at programme or school level. The student-facing AGS is managed as an integrated part of the campus, rather than a system, as it is core to the student experience.
A new UK HE provider is in the press this week for getting degree-awarding powers for "AI-taught" courses. If you read the assessment report, what it describes is an "Automated Governance System" consisting of "learner analytics" and student dataveillance www.officeforstudents.org.uk/media/syvowi...
