Element 9: Progress indicators

What is this element about?

This element focuses on ways that students are able to track their progress through a unit, with particular attention to easy visual formats. The way in which information is organised, clarity of connection of learning tasks and unit/topic learning outcomes as well as direct feedback all act as progress indicators.

This element highlights the importance and opportunity for learners to be able to check their progress through a unit in ways other than assessment grades.

Why is it important?

This element aligns with student agency, self-efficacy, motivation and autonomy. The opportunity to understand how one is progressing through a unit provides opportunities to better organise learning, plan and time management. Progress indicators can help students move past being strategic learning, to engage in self-assessment practices and deeper learning.

In the UNE digital environment progress indicators can be ones that are automated within the system or can be actioned by the student. Effective progress indicators are timely, relevant, fit for purpose and provide a means for action including clear indication of what that action needs to be. Progress indicators may consist of easy to mark checklists, learning checks within modules/topics or could include deeper points for reflection from the student.

…students aren’t encouraged to assess their own learning. Instead, they’re taught to memorise a unit here and a unit there, each one discrete and self-contained, then wait for a grade from some higher authority. That grade is meant to reflect how much a learner knows about a subject, and as soon as it’s administered, however accurately, it stands as a permanent label of progress, not to mention potential. (Briggs, 2016, para4)

Progress indicators can also be used to help a student gain an overall sense as to their learning journey outside of separate units. Being able to track the smaller steps to an larger goal in the future can help students maintain motivation and persistence (Ferrão & Almeida, 2021).

This element relates to the following research and practice informed guidelines/ frameworks:

TELAS Guidelines

• 2.2. The online learning environment is logically sequenced and organised.

UNE Learning Standards

• 3. Demonstrate relevance and alignment:
  Our learning experiences are designed to have a clear purpose and relevance achieved by aligning content, learning activities, feedback and assessment with learning outcomes. Our students are provided with opportunities to link what they learn to their own experiences, the workplace and the wider world.

• 5. Promote active engagement:
  Our learning experiences are designed to nurture student engagement and challenge in their learning. Learning experiences encourage in students both intellectual and emotional engagement in their studies. By taking an active role in their learning, students are rewarded with a sense of achievement and growth.

What can I do?

Some things you can do include:

• Ensure the organisation of learning topics/modules is clear, logical, coherent and easy to access.
• Utilise systems such as activity completion and the different ways in which it can be set up
• Provide opportunities for learners to check their learning through low risk informal means – non-assessed quizzes, forums to both share and respond, quiz questions embedded within digital books/slides, opportunities for reflection.
• Using images and flow charts to help with the planning and organisation of unit expectations. This could be weekly or by assessment due dates for example.
• Clear indication in the unit of required tasks/activities and anticipated time frames.
• Use of mood indicators such as thumbs up, smiley face system to help students gauge how they are feeling at any point within a unit.
• Clear and consistent information across units as to where students can go for support and help.
• Restricting access to later learning resources until students have completed the prior required tasks/activities.
• Identify potential hurdle tasks and time frames for completion to be able to progress.
• Opportunity for self-assessing against threshold concepts if required within a unit (see the supporting resource by Meyer and Land (2003), for more information on threshold concepts).
• Provide opportunities throughout the unit for students to develop their meta-learning knowledge. For example, opportunities to examine their learning practices what works for them, what works for others, and even what has worked for you in the past.

Hints and tips

Tips for Element 9: progress Indicators Digital Education @ UNE Blog

Help and support

Teaching Online @ UNE contains information on setting up activity completion and access restriction settings.

Ask a Learning Designer or Education Support Officer for advice and guidance learningdesign@une.edu.au

You could even contact the Student Support Services for insights and guidance.

Supporting resources

Briggs, S. (2016). How to assess your own learning. InformED. https://www.opencolleges.edu.au/informed/learning-strategies/how-to-assess-your-own-learning/

Tai, J., Boud, D., Ajjawi, R., Bearman, M. & Dawson, P. (2019). CRADLE Suggests… Developing evaluative judgement. Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia. doi:10.6084/m9.figshare.12585494 https://www.deakin.edu.au/__data/assets/pdf_file/0003/1911567/06-cradle_developing_evaluative_judgement_v2.pdf

Ferrão, M. E., & Almeida, L. S. (2021). Persistence and Academic Expectations in Higher-Education Students. Psicothema, 33(4), 587–594. https://doi.org/10.7334/psicothema2020.68

Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing. In C. Rust (Ed.), Improving student learning-ten years on. Oxford, England: OCSLD.

TELAS Framework https://www.telas.edu.au/framework/

UNE Online Learning Standards: https://myune.sharepoint.com/sites/academic-transformation/SitePages/Principals-for-Designing-Learning-Experiences-Online.aspx