Using Connect and LearnSmart Reports Early and Often - Igor Dolgov
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Using Connect and LearnSmart Reports Early and Often - Igor Dolgov

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Igor Dolgov, psychology professor at New Mexico State University, shares best practices for using the reports within McGraw-Hill Connect and LearnSmart.

Igor Dolgov, psychology professor at New Mexico State University, shares best practices for using the reports within McGraw-Hill Connect and LearnSmart.

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  • When: I use all 3 together after a LearnSmart module is due so that I can pinpoint problem areas and address them in a following lecture or review session if I am teaching face-to-face, or in an announcement if I am teaching online.How: Discuss every chapter’s reports by bringing them up on the screen in a media-capable classroom or posting them in an online discussion board. Use this as an opportunity to make students aware of their access to personalized versions of these reports in LearnSmart.

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  • 1. Igor Dolgov, Ph.D. Department of Psychology New Mexico State University
  • 2. Presenter: Dr. Igor Dolgov Dr. Igor Dolgov attained a Bachelor of Science and Engineering in Computer Science from Princeton University, with a certificate in Intelligent Systems and Robotics. He continued his education at Arizona State University where he earned a Ph.D. in Psychology-Arts, Media, & Engineering in his tenure as a National Science Foundation Integrated Graduate Education and Research Traineeship fellow. Dr. Dolgov currently holds a tenure-track position in Engineering Psychology at New Mexico State University where he has established the “Pacman” laboratory that investigates Perception, Action, and Cognition in Mediated, Artificial, and Naturalistic Environments (PACMANe). Along with Dr. Dolgov’s applied Unmanned Aircraft Systems research, theoretical studies at the lab span across visual and embodied cognition paradigms, as well as all aspects of human-computer interaction, particularly gaming. He teaches classes in Human-Compute Interaction, Sensation & Perception, and Introduction to Psychology which range from 20 to 140 students. Since 2010, Dr. Dolgov has also served as a national Digital Faculty Consultant for McGraw-Hill Higher Education.
  • 3.  Allow instructors to view data at various levels of granularity  Evaluate entire class performance  Evaluate individual students’ performance.
  • 4.  Many reports available - find what works for you!  Use to inform and save time (Igor-perhaps address how much time you spend a day/week looking at reports?  Results include ???? What top 3 things? Fill in, examples below…  Improved student performance  Higher instructor satisfaction  Etc ect
  • 5. Useful by:  Outcome/purpose  Time during semester  Audience  Class  Student
  • 6. At-Risk Student Report:  Helps identify student engagement…even without any assignments having been turned in  Allows for early intervention by contacting (groups of) students inside Connect.  I use it frequently at the beginning and less often as the semester wears on.
  • 7. Assignment Results:  Functions like an enhanced gradebook:  Customizable to limit number of assignments on screen  Uses color to help instructors better identify performance trends.  Syncs with gradebook in LMS (Blackboard, Canvas, etc.)  I use this report throughout the semester to spot trends, as well as to compute midterm and final grades.
  • 8. Student Performance:  Complete record of a student’s assignments on a single screen.  Easily identify trends like lateness.  View a student’s answers in specific assignments  Adjust credit for an entire class.  I use this report throughout the semester when a student contacts me to discuss their progress or is concerned about their performance.  It lets me cut to the chase and have a more informed conversation with them about why they are struggling and what can be done to remediate their course standing.
  • 9. Section Performance and Assignment Statistics Reports: Allow instructors to identify assignments with which students are struggling.  Both reports present the same data; one is interactive whereas the other is a data table.   I use these after assignments are due in conjunction with Item Analysis reports.
  • 10. Item Analysis:  During the semester, this report allows instructors to spot specific questions that are either challenging for the class and address those topics at a later time.  I use this report in conjunction with the Assignment Statistics and Section Overview reports throughout and between semesters.  Between semesters this report allows me to weed out poor or outdated questions.
  • 11. Category Analysis:  This report allows instructors to see how their students are performing along specific metrics, like levels of Blooms, or discipline-specific national standards (e.g., APA or SACS).  I use this report between semesters to ensure all of my assessments are fulfilling a measurable outcome.  I also use category analyses(discipline specific and Bloom’s taxonomy) as evidence of my teaching efficacy for my annual performance review.
  • 12. Assessment (AX) AX of Learning Objectives Class Snapshot AX of Specifi c Topics ID of Strugglin g Students At-Risk Student Report AX of Students’ Performan ce X X AX Instructio n Efficacy X X Assignment Results X Assignment Statistics X X X X Category Analysis X Item Analysis X X X X X X AX of Students’ Engageme nt X
  • 13.  Instructor - all reports useful throughout the semester to:  monitor progress  improve teaching  communicate with students  Student - personalized reports available to:  help identify holes in their knowledge  provide remediation and add’l practice
  • 14. Progress Overview:  This report allows instructors to see students’ Learn Smart progress and time-on-task.  Allows instructors to easily identify progress trends with the use of representative dot color and size.
  • 15. Module Details Most Challenging Learning Objectives Missed Questions Reports  Identify topics and questions students are struggling with  I use to address these topics in a future class or communication to the students
  • 16.  This report looks at LearnSmart data from the perspective of main learning objectives for the chapter.  Average performance will vary from topic to topic, with more challenging chapters resulting in lower average correctness across topics.  I use to identify topics that challenge students more than others.
  • 17.  This report looks at LearnSmart data from the perspective of sub-objectives for the chapter.  The list of the top 5 most challenging topics also points the students to the page in the book where their knowledge can be remediated.  I use to better understand the results of the module details report and to refine the material that will be presented to the class.
  • 18.  This report looks at LearnSmart data at the level of individual questions for the chapter.  The list of the top 10 most challenging questions and also provides a frequency count of the number of students who got those questions wrong.  I use to better understand the results of the other two reports and to refine the material that will be presented to the class in the future.
  • 19. Student Details Metacognitive Skills Practice Quiz  These reports let me have an honest conversation with students about how they have been approaching preparing for exams and, in consequence, suggest more targeted remediation strategies.  I use these reports throughout the semester in conjunction with the Connect Student details report when a student contacts me to discuss their progress.
  • 20.  Shows time spent and progress in LearnSmart for each chapter and student.  Functions as a measure of engagement with the course content and shows how much additional practice students undertook after the assignment due date.  If students are spending twice as much or more time on the assignment than the estimate on the content you’ve assigned, then they are likely not reading the book.
  • 21.  Shows LearnSmart performance broken down by student’s awareness of their knowledge (as measured by the confidence prompt after every LearnSmart item)  Ideally, students will have high %s in the Correct & aware column; their %s in other categories can help diagnose faults with their approach.  Moderate %s in the Incorrect & aware column paired with low %s in the unaware columns means students are at least aware of the holes in their knowledge and can study selectively to remediate.  Moderate and high %s in either or both of the unaware columns means students are guessing a lot, and are likely not reading the book before doing LearnSmarts and need to change their study habits significantly. IGOR: can you grab a screen shot here to show stats that demonstrate the last bullet point?
  • 22. Assessment (AX) AX of AX of Learning Specifi Objectives c Topics Module Details & Most Challenging Learning Objectives Missed Questions X AX of Students’ Performanc e AX of Students’ Engagement X Progress Overview ID of Struggli ng Students X X X X X Student Details X X X Meta-cognitive Skills X X X Practice Quiz X X
  • 23.  For more best practices and usage tips search YouTube for the following terms. “Connect reports with Igor playlist” “LearnSmart reports with Igor playlist”  Questions?
  • 24. Click here to watch this recorded presentation.