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OWD 2012- 4 -Four years of learning analytics in practice- John Campbell


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OWD 2012- 4 -Four years of learning analytics in practice- John Campbell

  1. 1. Analytics in Practice:An Institutional Perspective John P. Campbell Associate Vice President – Academic Technologies Purdue University
  2. 2. About Purdue
  3. 3. In the beginning…
  4. 4. Data rich, information poor
  5. 5. Challenge: How do you find the student at risk?
  6. 6. Challenge: How do you find the student at risk?
  7. 7. Our FocusSignals detects early warning signsand provides interventions forstudents who may not be performingto the best of their abilities beforethey reach a critical point in theirclass.
  8. 8. Signals Approach Student Preparation + Student Engagement/Effort + Student Performance Messages + interventions
  10. 10. 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
  11. 11. 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
  12. 12. Faculty-centered approach
  14. 14. Actionable by the student
  15. 15. 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
  16. 16. 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.”
  17. 17. 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!”
  18. 18. How does a campus build capacity?
  19. 19. Institutional Challenge: Leaders
  20. 20. Institutional Challenge: Silos
  21. 21. Institutional Challenge: Focus onActionable Intelligence
  22. 22. Institutional Challenge: Team
  23. 23. Institutional Challenge: LostOpportunities
  24. 24. 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”
  25. 25. 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
  26. 26. 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
  27. 27. SoLAR Annual Conference• 8-12 April, 2013• University of Leuven in Leuven, Belgium.
  28. 28. Final Thought: Obligation ofKnowing
  29. 29. Thank You John P. CampbellAssociate Vice President – Academic Technologies Purdue University jpcampbe@purdue.edu