Despite the potential of Predictive Learning Analytics (PLAs) to identify students at risk of failing their studies, research demonstrating effective application of PLAs to higher education is relatively limited. The aims of this study are 1) to identify whether and how PLAs can inform the design of motivational interventions and 2) to capture the impact of those interventions on student retention at the Open University UK. A predictive model -the Student Probabilities Model (SPM) -was used to predict the likelihood of a student remaining in a course at the next milestone and eventually completing it. Undergraduate students (N=630) with a low probability of completing their studies were randomly allocated into the control (n=312) and intervention groups (n=318), and contacted by the university Student Support Teams (SSTs) using a set of motivational interventions such as text, phone, and email. The results of the randomized control trial showed statistically significant better student retention outcomes for the intervention group, with the proposed intervention deemed effective in facilitating course completion. The intervention also improved the administration of student support at scale and low cost. Notes for Research• This paper explains how predictive learning analytics can help with the selection of students who need support.• A motivational intervention delivered via text, phone, and email was tested.• Students receiving the intervention had statistically significant better retention outcomes compared to the control group.• Student Support Teams could use predictive learning analytics to target specific students and better support them.

In discussing the events leading up to the resignation of the former Open University Vice Chancellor in April 2018, we focus on the enactment of a form of resistance against proposals for the university through a WhatsApp group, enabling rapid information exchange, discussion of tactics and concrete planning for action. We suggest our group – ‘the Hive’ – was unusual because, first, it countered the politically quiescent trend in academia to comply (at least outwardly) with neoliberalisation, and/or only to write about it, as opposed to mounting challenges. Second, the Hive was virtual, comprising various staff categories, including people based off-campus; it operated almost entirely online and many members had never met face-to-face. This for us evokes notions of the multitude. Third, the group exemplifies alternative forms of solidarity and resistance in other ways, being non-hierarchical, highly pluralist and non-exclusionary. Finally, our Hive provided a supportive, caring space for resisters, which we suggest emerged partly through members’ love for the distinctive social mission of The Open University – although our story also provides hope for harnessing similar emotions within other academic institutions.

6Objective: Despite the recognition that refugees should have equitable access to healthcare 7 services, this presents considerable challenges, particularly in rural and regional areas. Because 8 general practitioners are critical to resettlement for refugees and play a crucial role in 9 understanding their specific health and social issues, it is important to know more about the needs 10 of GPs.

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With the move to online and blended learning, there has been much focus amongst educators on webcam use in online classes. Mandatory webcam policies and privileging use of webcams as the preferred form of engagement disregard the COVID-19 context – in which students have had limited choice about learning in blended or online modes – and significantly undermine trust. This piece argues for the adoption of a pedagogy of kindness, through teaching and learning practices that are sensitive to the material experience of diverse groups of students, and considers some of the complex reasons why insisting on webcam use may exacerbate inequalities.