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George Bradford

QUT | Learning and Teaching Unit | REFRAME - 0 views

www.ltu.qut.edu.au/...index.jsp

higher-education analytics learning australia queensland QUT evaluation

shared by George Bradford on 02 Feb 12 - No Cached
  • George Bradford on 02 Feb 12
     
    REFRAME REFRAME is a university-wide project reconceptualising QUT's evaluation of learning and teaching. REFRAME is fundamentally reconsidering QUT's overall approach to evaluating learning and teaching. Our aim is to develop a sophisticated risk-based system to gather, analyse and respond to data along with a broader set of user-centered resources. The objective is to provide individuals and teams with the tools, support and reporting they need to meaningfully reflect upon, review and improve teaching, student learning and the curriculum. The approach will be informed by feedback from the university community, practices in other institutions and the literature, and will, as far as possible, be 'future-proofed' through awareness of emergent evaluation trends and tools. Central to REFRAME is the consideration of the purpose of evaluation and the features that a future approach should consider.
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.
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  • 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.
George Bradford

Analytics: The Widening Divide - 0 views

sloanreview.mit.edu/...ve-advantage-through-analytics

learning_analytics transform organization manage risk analytics

shared by George Bradford on 14 Feb 12 - No Cached
  • George Bradford on 14 Feb 12
     
    Analytics: The Widening Divide By David Kiron, Rebecca Shockley, Nina Kruschwitz, Glenn Finch and Dr. Michael Haydock November 7, 2011 How companies are achieving competitive advantage through analytics IN THIS SECOND JOINT MIT Sloan Management Review and IBM Institute for Business Value study, we see a growing divide between those companies that, on one side, see the value of business analytics and are transforming themselves to take advantage of these newfound opportunities, and, on the other, that have yet to embrace them. Using insights gathered from more than 4,500 managers and executives, Analytics: The Widening Divide identifies three key competencies that enable organizations to build competitive advantage using analytics. Further, the study identifies two distinct paths that organizations travel while gaining analytic sophistication, and provides recommendations to accelerate organizations on their own paths to analytic transformation.
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