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George Bradford

College Degrees, Designed by the Numbers - Technology - The Chronicle of Higher Education - 0 views

  • Arizona State's retention rate rose to 84 percent from 77 percent in recent years, a change that the provost credits largely to eAdvisor.
  • Mr. Lange and his colleagues had found that by the eighth day of class, they could predict, with 70-percent accuracy, whether a student would score a C or better. Mr. Lange built a system, rolled out in 2009, that sent professors frequently updated alerts about how well each student was predicted to do, based on course performance and online behavior.
  • Rio Salado knows from its database that students who hand in late assignments and don't log in frequently often fail or withdraw from a course. So the software is more likely to throw up a red flag for current students with those characteristics.
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  • And in a cautionary tale about technical glitches, the college began sharing grade predictions with students last summer, hoping to encourage those lagging behind to step up, but had to shut the alerts down in the spring. Course revisions had skewed the calculations, and some predictions were found to be inaccurate. An internal analysis found no increase in the number of students dropping classes. An improved system is promised for the fall.
  • His software borrows a page from Netflix. It melds each student's transcript with thousands of past students' grades and standardized-test scores to make suggestions. When students log into the online portal, they see 10 "Course Suggestions for You," ranked on a five-star scale. For, say, a health-and-human-performance major, kinesiology might get five stars, as the next class needed for her major. Physics might also top the list, to satisfy a science requirement in the core curriculum.
  • Behind those recommendations is a complex algorithm, but the basics are simple enough. Degree requirements figure in the calculations. So do classes that can be used in many programs, like freshman writing. And the software bumps up courses for which a student might have a talent, by mining their records—grades, high-school grade-point average, ACT scores—and those of others who walked this path before.
  • The software sifts through a database of hundreds of thousands of grades other students have received. It analyzes the historical data to figure out how much weight to assign each piece of the health major's own academic record in forecasting how she will do in a particular course. Success in math is strongly predictive of success in physics, for example. So if her transcript and ACT score indicate a history of doing well in math, physics would probably be recommended over biology, though both satisfy the same core science requirement.
  • Every year, students in Tennessee lose their state scholarships because they fall a hair short of the GPA cutoff, Mr. Denley says, a financial swing that "massively changes their likelihood of graduating."
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    July 18, 2012
    College Degrees,
    Designed by the Numbers
    By Marc Parry

    Illustration by Randy Lyhus for The Chronicle

    Campuses are places of intuition and serendipity: A professor senses confusion on a student's face and repeats his point; a student majors in psychology after a roommate takes a course; two freshmen meet on the quad and eventually become husband and wife.

    Now imagine hard data substituting for happenstance.

    As Katye Allisone, a freshman at Arizona State University, hunkers down in a computer lab for an 8:35 a.m. math class, the Web-based course watches her back. Answers, scores, pace, click paths-it hoovers up information, like Google. But rather than personalizing search results, data shape Ms. Allisone's class according to her understanding of the material.
George Bradford

About | Learning Emergence - 0 views

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    CORE IDEAS
    We decided on the name Learning Emergence because we are very much learning about emergence and complex systems phenomena ourselves, even as we develop our thinking on learning as an emergent, systemic phenomenon in different contexts.

    We must shift to a new paradigm for learning in schools, universities and the workplace which addresses the challenges of the 21st Century. Society needs learners who can cope with intellectual, ethical and emotional complexity of an unprecedented nature.

    Learning Emergence partners share an overarching focus on deep, systemic learning and leadership - the pro-active engagement of learners and leaders in their own authentic learning journey, in the context of relationship and community. We work at the intersection of (1) deep learning and sensemaking, (2) leadership, (3) complex systems, and (4) technology:
George Bradford

AUSSE | ACER - 0 views

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    Australasian Survey of Student Engagement (AUSSE)
    Areas measured by the AUSSE
    The survey instruments used in the AUSSE collect information on around 100 specific learning activities and conditions along with information on individual demographics and educational contexts.The instruments contain items that map onto six student engagement scales:

    Academic Challenge - the extent to which expectations and assessments challenge students to learn;
    Active Learning - students' efforts to actively construct knowledge;
    Student and Staff Interactions - the level and nature of students' contact and interaction with teaching staff;
    Enriching Educational Experiences - students' participation in broadening educational activities;
    Supportive Learning Environment - students' feelings of support within the university community; and
    Work Integrated Learning - integration of employment-focused work experiences into study.
    The instruments also contain items that map onto seven outcome measures. Average overall grade is captured in a single item, and the other six are composite measures which reflect responses to several items:

    Higher-Order Thinking - participation in higher-order forms of thinking;
    General Learning Outcomes - development of general competencies;
    General Development Outcomes - development of general forms of individual and social development;
    Career Readiness - preparation for participation in the professional workforce;
    Average Overall Grade - average overall grade so far in course;
    Departure Intention - non-graduating students' intentions on not returning to study in the following year; and
    Overall Satisfaction - students' overall satisfaction with their educational experience.
George Bradford

NSSE Home - 0 views

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    National Survey of Student Engagement
    What is student engagement?
    Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how the institution deploys its resources and organizes the curriculum and other learning opportunities to get students to participate in activities that decades of research studies show are linked to student learning.

    What does NSSE do?
    Through its student survey, The College Student Report, NSSE annually collects information at hundreds of four-year colleges and universities about student participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college.

    NSSE provides participating institutions a variety of reports that compare their students' responses with those of students at self-selected groups of comparison institutions. Comparisons are available for individual survey questions and the five NSSE Benchmarks of Effective Educational Practice. Each November, NSSE also publishes its Annual Results, which reports topical research and trends in student engagement results. NSSE researchers also present and publish research findings throughout the year.
George Bradford

Learning Analytics: Ascilite 2011 Keynote - 0 views

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    Learning Analytics: Dream, Nightmare, or Fairydust?

    From today's keynote at Ascilite 2011, here's the podcast plus the slides. I am grateful to Gary, Renee and everyone else at Ascilite for their understanding and flexibility, since after months of planning this trip, unfortunately I could not be there in person after my father passed away last weekend.

    For those of you who like to download and watch offline: podcast [Hi-Res version: 93.3Mb] + slides [PPTX/PDF]

    For detailed descriptions of work presented here, see other posts tagged learning analytics and the references below.
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