FACT2  Learning  Analy0cs  Task  Group  

(LATG)    Update  

h>p://wiki.sln.suny.edu/display/FACT/Learning+Analy0cs+Task+Group      

BIG  Data    

Analy0cs  

Learning  Analy0cs    

LATG  Learning  Analy0cs  

Let’s  hear  from  you….  •  0nyurl.com/factlatg13  

LATG  Learning  Analy0cs  

Q1:  What  do  you  know  about  learning  analy:cs?  1.  A  lot  2.  A  li>le  3.  Unsure  4.  What  is  learning  analy0cs?  

The  Rise  of  “Big  Data”  

•  “the  0mes  they  are  a-­‐changing”  –  Bob  Dylan  

•  “Technology  is  at  the  center  of…turbulence  in  our  0mes”  –  Tony  Picciano,  CUNY  

•  “…collec0ng  traces  that  learners  leave  behind  and  using  those  traces  to  improve  learning”  –  E.  Duval,  LAK  2012  Belgium  

LATG  Task  Group  Charge  

1.  Iden0fy  a  STRATEGY  and  course  of  ac0on  for  further  explora0on  and  implementa0on  of  Learning  Analy0cs  across  SUNY.  

2.  Provide  OPPORTUNITIES  for  SUNY  faculty  to  contribute  to  the  debate  and  best  prac0ces  on  Learning  Analy0cs.  

3.  Iden0fy  TOOLS  (so_ware)  and  PARTNERSHIPS  (business,  organiza0ons)  inside  and  outside  of  SUNY  and  recommend  how  best  to  leverage  these.  

4.  Iden0fy  and  share  best  PRACTICES  and  exemplary  uses  of  Learning  Analy0cs  across  SUNY.  

5.  Collaborate  with  campuses  to  iden0fy  exis0ng  POLICES  and  laws  (FERPA,  HIPAA,  etc.)  and  recommend  addi0onal  polices  as  needed  to  ensure  the  appropriate  and  ethical  use  of  Learning  Analy0cs  within  SUNY    

Learning  Analy0cs  -­‐  Working  Defini0on  

•  Learning  analy0cs  uses  so_ware  that  collects  and  analyzes  mul0ple  data  sets  related  to  the  process  of  learning  to  predict  and  impact  student  success.    

•  This  includes  data  collected  in  blended  and  online  learning  environments,  online  portals,  enrollment  data,  and  other  emergent  resources  connected  to  the  teaching  and  learning  experience.    

•  Learning  analy:cs  can  be  used  to…    –  diagnose  student  needs,    –  provide  feedback  to  the  student,  faculty,  instruc0onal  developer,  and  advisor,    

–  combine  with  data  from  other  learning  systems  to  generate  new  insights  about  learning  and  instruc0on.  

Learning  Analy0cs  &  Online  Learning  

Examples  of  uses…  •  Persistence  and  reten0on  (APUS)  

•  Intelligent/adap0ve  tutoring  (Carnegie  Mellon)  

•  Research  on  condi0ons  that  facilitate  learning  (CSU  Chico)  

Your  input:  learning  outcomes  

Q2:  Use  Learning  analy0cs  to  evaluate  student  achievement  of  program  and  course  level  learning  outcomes?  1.  In  widespread  use        2.  In  limited  use                      3.  Not  in  use,  but  interested  4.  Not  in  use,  not  interested        

Your  input:  learning  outcomes  

Q3:  Use  Learning  analy0cs  to  Iden:fy  academically  at-­‐risk  students  and  no:fy  students,  faculty  and/or  advisors.  1.  In  widespread  use        2.  In  limited  use                      3.  Not  in  use,  but  interested  4.  Not  in  use,  not  interested        

WHAT  DO  YOU  THINK  ABOUT  LA  USES  ?    

Group  Discussion  

Your  input:  learning  outcomes  

Q4:  Use  Learning  analy0cs  to  Provide  automated  feedback  to  students  (ex:  quiz/test  feedback)  1.  In  widespread  use        2.  In  limited  use                      3.  Not  in  use,  but  interested  4.  Not  in  use,  not  interested        

Your  input:  learning  outcomes  

Q4:  Use  Learning  analy0cs  to  Provide  individualized  learning  paths  to  students  based  on  pre-­‐entry  condi:ons.  1.  In  widespread  use        2.  In  limited  use                      3.  Not  in  use,  but  interested  4.  Not  in  use,  not  interested        

Your  input:  learning  outcomes  

Q5:  Use  Learning  analy0cs  to  Provide  adap:ve  learning  paths  to  students  based  on  performance  in  course.  1.  In  widespread  use        2.  In  limited  use                      3.  Not  in  use,  but  interested  4.  Not  in  use,  not  interested          

WHAT  DO  YOU  THINK  ABOUT  LA  USES  ?    

Group  Discussion  

Your  input:  learning  outcomes  

Q6:  Use  Learning  analy:cs  to  customize  course  delivery  to  student  learning  styles.  1.  In  widespread  use        2.  In  limited  use                      3.  Not  in  use,  but  interested  4.  Not  in  use,  not  interested      

Your  input:  learning  outcomes  

Q7:  Use  Learning  analy0cs  to  revise  course  content,  ac:vi:es,  assessments  and/or  course  structure.  1.  In  widespread  use        2.  In  limited  use                      3.  Not  in  use,  but  interested  4.  Not  in  use,  not  interested        

WHAT  DO  YOU  THINK  ABOUT  LA  USES  ?    

Group  Discussion  

Iden0fying  tools  and  services    

Where  is  the  data?          

Discrete  Analy0cs  Tools  

LMS  Plajorm  Analy0cs  

Stand-­‐alone  Plajorm  Analy0cs  

Data  Flow  Examples  Picciano,  JALN    v16  no  3  

Iden0fying  tools  and  services    

       

SPSS  

LATG  Next  Steps  

•  Campus  LA  survey-­‐  in  process  – March  Webinar  to  highlight  uses  &current  thinking,  con0nue  dialogue…  

– Policy  considera0on  discussion  – Evalua0on/demonstra0ons  from  vendors  

•  CIT  2013  presenta0on  (May  2013)  •  Final  recommenda0ons  &  report  (May  2013)  

QUESTIONS?S?  

h>p://wiki.sln.suny.edu/display/FACT/Learning+Analy0cs+Task+Group      

Clare  Van  den  Bllink  cv36@cornell.edu    

Greg  Ketcham  greg.ketcham@oswego.edud