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myday: analytics & attendance

Make data-driven decisions to support student success

Gain clear insights into student engagement and attendance, enabling your institution to support learners proactively and strategically.

Improve decision-making with real-time analytics and attendance tracking

myday’s powerful analytics and attendance tools give your institution the insights needed to understand engagement patterns, identify students who may be at risk and intervene early with support. By combining real-time attendance data with comprehensive usage metrics, myday empowers you to make data-driven decisions that enhance student success, improve retention rates and foster a supportive campus environment.

Unlock valuable insights through comprehensive analytics

myday’s powerful analytics dashboards track key metrics such as daily active users, banner impressions and dashboard views – giving you a detailed picture of platform usage.

Filter data by time, device and user groups to spot trends, peak activity periods and opportunities to improve engagement. With real-time analytics, you can refine your communications strategy and content to better meet student needs.

Track and manage attendance effectively

With myday, you can monitor student attendance wherever learning takes place – in person, online or hybrid sessions. Using a simple one-time code system, students can register their presence quickly, ensuring accurate and reliable attendance data. This real-time information supports compliance requirements, highlights students at risk and enables early intervention to improve retention and success.

Attendance trends and punctuality data are displayed clearly in user-friendly dashboards, helping both staff and students stay informed and engaged.

Gain further insights with data downloads and audience segmentation

Administrators can easily download filtered data by date range and file type, allowing precise measurement of engagement over time with historical trends. Plus, you can review analytics for subsets of students, providing you with a more targeted analysis for informed decision-making.

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Curriculum Transformation at the University of Edinburgh: co-creation and the relationship between local innovation and institutional change

Talk description: I will use the themes of reflection and experiential learning, skills development and assessment (including programme level assessment and changes in assessment practice) to explore this process in more detail. This includes the link between disciplinary and institutional curriculum reform, learning from local innovations and changes, and using this to inform University level changes and support.

Bio: My current position is leading the University wide Curriculum Transformation Project. This is a major and long term initiative for the University considering all areas of the University’s undergraduate and taught postgraduate curriculum. Prior to this Jon set up and led the Institute for Academic Development (IAD) at the University of Edinburgh. The IAD provides University level support for teaching, learning and researcher development, including direct support for students and staff, and support for enhancement and innovation in curriculum development, the student and researcher experience. Jon has a PhD in petroleum geology.

Dr Melissa Highton. Assistant Principal, University of Edinburgh

Talk description: A journey through the stories told by wicca data. How a neglected research data set was used by students to overturn historic injustice and shed new light on the lives of women in Scotland.

Bio: Melissa has worked for many years in higher education at some of the UK’s finest and most ancient institutions. In each place she enjoys discovering the hidden histories and less heard voices which can be surfaced in new ways using the most up to date and open technologies. She is a champion of playful and curious approaches to engagement with audiences on campus and online, and is an invited speaker at events about dangerous women.

Education is an Experience That Should Be Designed

Talk description: We have any number of problems and opportunities as universities, and universities must adapt to help students from diverse backgrounds develop the knowledge and skills they need to thrive and make a positive impact in the world. Key to those adaptations is understanding that we provide students with an experience. We ought to design them with intention and purpose. This talk with take up this argument and ground it within a large educational transformation project at the University of Leeds.

Bio: Jeff Grabill is Deputy Vice Chancellor for Student Education at the University of Leeds. Prior to joining the University of Leeds, Grabill was at Michigan State University (MSU) in the United States for nearly 20 years. He served Michigan State University as the Associate Provost for Teaching, Learning, and Technology. In that role, he was responsible for facilitating innovation in learning and educator professional development via his role as Director of the Hub for Innovation in Learning and Technology. Grabill’s research focuses on how digital writing is associated with citizenship and learning. That work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company.

Mission Possible: The DNA of a bespoke professional development program

Talk description: The diversity of students in higher education dictates that there cannot (and should not) be a single ‘silver bullet’ approach to address the complex challenge of career readiness learning. However, the reality of modern university structures is that delivering bespoke experiences for each student is a challenge in and of itself.  And yet, all things are possible with creative use of PebblePad to streamline delivery (for the university) and make it highly personalised (for the student). 

Bio: Gayle Brent is a Learning and Teaching Consultant (Employability) at Griffith University, Queensland, Australia. Gaye’s specialist area of interest is developing and implementing strategies to enhance staff and student understanding of employability in both curricular and extra-curricular contexts. She completed a Master of Education and Professional Studies Research to explore the potential barriers and challenges to embedding employability-based learning in higher education curriculum and is currently completing a Doctor of Philosophy exploring the impact of an extra-curricular employability program on the individual student experience.

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