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a non-commercial video game to help players recognize their biases and learn not to depend on decision-making shortcuts when processing and assessing information.

The 2011 Horizon Report lists learning analytics in the 4-5 year adoption horizon, but the rapid rise of analytics tools combined with the increasing demand for data-driven decision making may be pushing this horizon closer. Does your institution have a strategy for mining the wealth of information in your LMS, among other sources of data about teaching and learning activities? This presentation will cover a  range of examples where learning analytics are already being used to increase student engagement, improve pedagogical practices, and raise retention and success rates, particularly for at-risk students. The presenters will provide practical recommendations for applying learning analytics effectively at your institution.

“We can use the web and new technology to change the relationship between students and teachers in the learning process to get a multi-way, student-focused, customized, collaborative model of learning. The people who understand this the best are actually the students.”

Now, let’s face it, online education isn’t exactly new. Typing “online degree” into Google gets you over 58 million results. Besides the well-known University of Phoenix, there are all sorts of online degree programs that promise a convenient, high quality education. Yale and MIT have recently put many of their lectures online, and iTunes U and Academic Earth offer resources from many top schools. Last year saw an unprecedented jump of almost a million more students studying online, according to the 2010 Sloan Survey of Online Learning. What makes MAT@USC different?

When students enter the online “classroom” – whether on their iPad or laptop – they see a Brady Bunch style grid of live-stream video headshots of 10-12 students and the professor. During class, which is scheduled several times throughout the week, students can take notes, view slides, discuss questions on a Twitter-like chat pod, break into groups, or virtually “raise their hand” to answer a question. In other words, they can do most of the activities they would in a normal classroom. Only in this scenario, their classmates might be sitting at a desk in rural Kansas – or Japan.

But is something valuable lost without real face-time in a physical classroom? Some critics argue that education must be more than just interactions with a smart screen – it’s about personal connections in a social space. Sundt thinks that many of those concerns, while perhaps more relevant for K-12 education, don’t really apply to the typically much older students pursuing a higher education.

Designed to be an attractive way to keep in touch with current students, faculty, alumni, and friends of the university, the application offers flexibility in presenting in-depth stories, exciting videos, and beautiful photo galleries.

We created the iPad app with mobility in mind, allowing for a full reading experience when both connected and not connected to WiFi or 3G internet,

The app has a cutting-edge digital media design and an intuitive interface, allowing individuals to be connected with the University and the College of Engineering