It also reinforces strong students by telling them they’re doing well and should continue working in the same manner in the future.The system can be run as soon as there is one grade in the grade book. Many instructors want to provide feedback as to where students stand after the first test. Course Signals allows for students to know where they stand in a class in the weeks leading up to the test and the weeks after the test so that they can continue to make appropriate changes (more studying, visiting SI sessions or office hours, coming to class…) in an effort to improve the grade. The more feedback students get, the more likely they are to take advantage of the resources provided and, in turn, the more likely they are to earn a better (or simply passing) grade.
Magical SSA ;-) I will animate this as well
OWD 2012- 4 -Four years of learning analytics in practice- John Campbell
Analytics in Practice:An Institutional Perspective John P. Campbell Associate Vice President – Academic Technologies Purdue University
http://bit.ly/signalsdemoQUICK VIDEO ON WHAT COURSESIGNALS IS & HOW IT WORKS
Signals after 5 YearsFall 2007 Cohort Retention Rate Number of Cohort Average SAT Signals 1 Year 2 Year 3 Year 4 Year 5 Year Size Score CoursesNo Courses 5,071 83.34% 73.04% 70.34% 68.92% 68.74% 1155At least 1 1,629 96.44% 93.80% 89.93% 88.03% 86.80% 11301 instance 1,377 96.44% 93.32% 89.18% 87.00% 86.49% 11342 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 Cohort Average 4 Year 5 Year Courses Size SAT Score No Courses 5,071 42.06% 61.39% 1155 At Least 1 Course 1,629 43.52% 74.34% 1130
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!”
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.