owd 2012- 4 -four years of learning analytics in practice- john campbell
TRANSCRIPT
Analytics in Practice:An Institutional Perspective
John P. Campbell
Associate Vice President – Academic Technologies
Purdue University
About Purdue
In the beginning…
Data rich, information poor
http://www.youthareawesome.com/wp-content/uploads/2010/10/wheres-waldo1.jpg
Challenge: How do you find the student at risk?
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Challenge: How do you find the student at risk?
Our Focus
Signals detects early warning signs and provides interventions for students who may not be performing to the best of their abilities before they reach a critical point in their class.
Signals ApproachStudent Preparation
+
Student Engagement/Effort
+
Student Performance
Messages
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interventions
QUICK VIDEO ON WHAT COURSE SIGNALS IS & HOW IT WORKS
http://bit.ly/signalsdemo
Signals after 5 YearsFall 2007 Cohort Retention Rate
Number of Signals Courses
Cohort Size 1 Year 2 Year 3 Year 4 Year 5 Year Average SAT
Score
No Courses 5,071 83.34% 73.04% 70.34% 68.92% 68.74% 1155
At least 1 1,629 96.44% 93.80% 89.93% 88.03% 86.80% 1130
1 instance 1,377 96.44% 93.32% 89.18% 87.00% 86.49% 1134
2 or more 252 96.43% 96.43% 94.05% 93.65% 88.49% 1103
Four & Five Year Graduation Rates
Fall 2007 Cohort Graduation Rate
Number of Signals Courses
Cohort Size 4 Year 5 Year Average
SAT Score
No Courses 5,071 42.06% 61.39% 1155
At Least 1 Course 1,629 43.52% 74.34% 1130
Faculty-centered approach
QUICK VIDEO ON FACULTY PERCEPTIONS OF COURSE SIGNALS
http://bit.ly/SignalsFaculty
Actionable by the student
Student Perceptions• 89% of students that experienced Signals had a positive
experience • 86% of students said that the benefits outweigh the
drawbacks in Signals • 73% said they would like Signals in every course• 61% of students felt they got a higher grade in a course
because of Signals• 58% of students said they sought more help because of
the personalized interventions• 74% of students believed that their motivation was
directly affected by Signals
Student perceptions• “It was an interesting concept to use a stoplight to let me
know how my progress was going. Just the simple color change was enough for me to know how I was doing in the class.”
• “Seeing green motivated me to continue to maintain my positive progress in the class, and once I saw yellow, I knew I had to increase my efforts to do better in the class.”
Student Perceptions
• “It was nice knowing my overall grade and progress in the class at the beginning, middle, and end of the course and allowed me to step up my effort before it was too late to help my grade significantly”
• “It made me feel like the instructor was aware of me and was interested in my progress.”
• “Signals helped me become more motivated towards the class and I raised my grade 20 points!”
How does a campus build capacity?
Institutional Challenge: Leaders
Institutional Challenge: Silos
Institutional Challenge: Focus on Actionable Intelligence
Institutional Challenge: Team
Institutional Challenge: Lost Opportunities
New Possibilities• Using data that exists on campus• Taking advantages of existing programs• Bringing a “complete picture” beyond
academics• Focusing on the “Action” in “Actionable
Intelligence”
How to Begin – My Advice• Actionable intelligence• Moving research to practice• Fostering change in institutional culture• Understanding the limitations and risks• Take a long term view• Be part of a community
How to Begin – My Advice• Keep it simple• Start with some manual steps before
developing/purchasing the “ultimate” system
• Have a diverse team• Don’t forget the faculty and students as
part of the process
SoLAR Annual Conference• 8-12 April, 2013• University of Leuven in Leuven, Belgium.
Final Thought: Obligation of Knowing
Thank YouJohn P. Campbell
Associate Vice President – Academic Technologies
Purdue University
http://www.itap.purdue.edu/learning/tools/signals/