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George Bradford

University builds 'course recommendation engine' to steer students toward completion | ... - 0 views

www.insidehighered.com/...eer-students-toward-completion

analytics learning_analytics degree compass higher-education inside higher ed recommendation engine

shared by George Bradford on 21 Mar 12 - No Cached
  • George Bradford on 21 Mar 12
     
    Recommended for You March 16, 2012 - 3:00am By Steve Kolowich Completing assignments and sitting through exams can be stressful. But when it comes to being graded the waiting is often the hardest part. This is perhaps most true at the end of a semester, as students wait for their instructors to reduce months of work into a series of letter grades that will stay on the books forever. But at Austin Peay State University, students do not have to wait for the end of a semester to learn their grade averages. Thanks to a new technology, pioneered by the university's provost, they do not even have to wait for the semester to start.
George Bradford

Open Research Online - Learning analytics to identify exploratory dialogue within synch... - 0 views

oro.open.ac.uk/28955

analytics higher-education learning_analytics Buckingham-Shum research dialogue text chat

shared by George Bradford on 15 Mar 12 - No Cached
  • George Bradford on 15 Mar 12
     
    While generic web analytics tend to focus on easily harvested quantitative data, Learning Analytics will often seek qualitative understanding of the context and meaning of this information. This is critical in the case of dialogue, which may be employed to share knowledge and jointly construct understandings, but which also involves many superficial exchanges. Previous studies have validated a particular pattern of "exploratory dialogue" in learning environments to signify sharing, challenge, evaluation and careful consideration by participants. This study investigates the use of sociocultural discourse analysis to analyse synchronous text chat during an online conference. Key words and phrases indicative of exploratory dialogue were identified in these exchanges, and peaks of exploratory dialogue were associated with periods set aside for discussion and keynote speakers. Fewer individuals posted at these times, but meaningful discussion outweighed trivial exchanges. If further analysis confirms the validity of these markers as learning analytics, they could be used by recommendation engines to support learners and teachers in locating dialogue exchanges where deeper learning appears to be taking place.
George Bradford

Assessment and Analytics in Institutional Transformation (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...235010

higher-education analytics learning educause assessments institutional-transformation

shared by George Bradford on 01 Feb 12 - No Cached
  • At the University of Maryland, Baltimore County (UMBC), we believe that process is an important factor in creating cultural change. We thus approach transformational initiatives by using the same scholarly rigor that we expect of any researcher. This involves (1) reviewing the literature and prior work in the area, (2) identifying critical factors and variables, (3) collecting data associated with these critical factors, (4) using rigorous statistical analysis and modeling of the question and factors, (5) developing hypotheses to influence the critical factors, and (6) collecting data based on the changes and assessing the results.
  • among predominantly white higher education institutions in the United States, UMBC has become the leading producer of African-American bachelor’s degree recipients who go on to earn Ph.D.’s in STEM fields. The program has been recognized by the National Science Foundation and the National Academies as a national model.
  • UMBC has recently begun a major effort focused on the success of transfer students in STEM majors. This effort, with pilot funding from the Bill and Melinda Gates Foundation, will look at how universities can partner with community colleges to prepare their graduates to successfully complete a bachelor’s degree in a STEM field.
  • ...5 more annotations...
  • Too often, IT organizations try to help by providing an analytics “dashboard” designed by a vendor that doesn’t know the institution. As a result, the dashboard indicators don’t focus on those key factors most needed at the institution and quickly become window-dressing.
  • IT organizations can support assessment by showing how data in separate systems can become very useful when captured and correlated. For example, UMBC has spent considerable effort to develop a reporting system based on our learning management system (LMS) data. This effort, led from within the IT organization, has helped the institution find new insights into the way faculty and students are using the LMS and has helped us improve the services we offer. We are now working to integrate this data into our institutional data warehouse and are leveraging access to important demographic data to better assess student risk factors and develop interventions.
  • the purpose of learning analytics is “to observe and understand learning behaviors in order to enable appropriate interventions.
  • the 1st International Conference on Learning Analytics and Knowledge (LAK) was held in Banff, Alberta, Canada, in early 2011 (https://tekri.athabascau.ca/analytics/)
  • At UMBC, we are using analytics and assessment to shine a light on students’ performance and behavior and to support teaching effectiveness. What has made the use of analytics and assessment particularly effective on our campus has been the insistence that all groups—faculty, staff, and students—take ownership of the challenge involving student performance and persistence.
  • George Bradford on 01 Feb 12
     
    Assessment and analytics, supported by information technology, can change institutional culture and drive the transformation in student retention, graduation, and success. U.S. higher education has an extraordinary record of accomplishment in preparing students for leadership, in serving as a wellspring of research and creative endeavor, and in providing public service. Despite this success, colleges and universities are facing an unprecedented set of challenges. To maintain the country's global preeminence, those of us in higher education are being called on to expand the number of students we educate, increase the proportion of students in science, technology, engineering, and mathematics (STEM), and address the pervasive and long-standing underrepresentation of minorities who earn college degrees-all at a time when budgets are being reduced and questions about institutional efficiency and effectiveness are being raised.
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