This document summarizes a 4-step methodology used by the University of New South Wales (UNSW) to identify students that may need academic support. The steps included: 1) building an enterprise data warehouse of student data, 2) analyzing the data to identify patterns of students at risk of dropping out or having low grades, 3) building a predictive model to identify at-risk students, and 4) applying the model to target intervention efforts. Key factors analyzed included learning management system usage, past academic performance, and entry attributes. The model was piloted successfully and its outputs were integrated into UNSW's customer relationship management system to facilitate outreach.
Task force recommendations including Multiple placement criteria - assessments, secondary diagnostics, HS transcripts, compression of English and Reading, contextualized curriculum – learning communities, writing across the curriculum, curriculum at all levels customizable to student needs – hybrid formats, modular labs, cognitive and non- cognitive supports, faculty Professional Development
Task force recommendations including Multiple placement criteria - assessments, secondary diagnostics, HS transcripts, compression of English and Reading, contextualized curriculum – learning communities, writing across the curriculum, curriculum at all levels customizable to student needs – hybrid formats, modular labs, cognitive and non- cognitive supports, faculty Professional Development
Sakai Student Survey Result 2008 & 2010, Claremont ConsortiumSusan Kullmann
The Claremont Consortium administers a biennial survey to the approximately 5,000 Sakai-using undergraduate and graduate students in its member institutions [Claremont McKenna College, Claremont Graduate University, Harvey Mudd College, Keck Graduate Institute, Pitzer College, Pomona College and Scripps College]. The presentation summarizes findings from the 2008 and 2010 surveys. We identify changes in student use of Sakai; student assessment of the benefits and drawbacks of courses that use Sakai; which tools students find most useful in their courses as well as tool usage patterns, and student suggestions to improve Sakai and the ways that it is used in their classes.
Presented at the 2010 Sakai Conference (Denver, CO) on June 17, 2010. (Presentation slightly updated for online viewing.)
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
Presentation on behalf of HeLF at the University of East London. Content covers the 2011 HeLF survey of its members which provided a unique HE sector snapshot of the adoption of eSubmission, eMarking and eFeedback.
ePortfolio for work integrated learning - Jessica Tsai & Christine Slade (Uni...ePortfolios Australia
The University of Queensland (UQ) is investigating a sustainable ePortfolio technology that enables the monitoring, capturing and evaluating of Work Integrated Learning (WIL) across 25 disciplines. The presentation will outline the process that the project has undertaken to arrive at a recommendation for the most appropriate solution. The process has included an analysis of current teaching and learning practices and program and course-level needs to establish functional requirements, identification of potential off-the-shelf products, and proof-of-concept testing to establish the best-fit solution. This approach has enabled UQ to provide one platform that is integrated with the central learning management system which also meets the University’s teaching and learning needs with respect to WIL.
Pueblo Community College's Business Simulation Projectcccscoetc
PCC’s ILAG Grant Project created a collaborative effort between PCC’s 3 campuses to design and develop a simulation based teaching opportunity in the Introduction to Business class. Our Big Idea was to introduce the commercial “CEO” simulation into the entry level business class. The CEO simulation is designed to give students the opportunity to make the decisions necessary to start and manage a business by embedding the simulation into their class.
Linking design end curriculum management and eportfolios to respond to increa...ePortfolios Australia
Following criticism of graduate workplace capabilities, teacher education providers face stricter regulation requirements. This presentation introduces a pedagogical model that links design end curriculum planning and essential ePortfolio management functions to generate comprehensive standard aligned evidence required for graduate professional certification and program accreditation.
Moodle Moot Virtual Conference 2015 (MMVC15):
Remixing OERs - Adapting for Purpose and Context
Online WizIQ class on: http://www.wiziq.com/online-class/2877060-mmvc15-remixing-oers-adapting-for-purpose-and-context
Date: 11am (GMT+2) Saturday 8th August 2015
Full paper:
Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3)
http://www.openpraxis.org/index.php/OpenPraxis/issue/view/13/showToc
Landing page concept for 2016 DELTA Grants. I designed the concept from ideation to completion for the annual report infographics page.
https://delta.ncsu.edu/annualreport/
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
Sakai Student Survey Result 2008 & 2010, Claremont ConsortiumSusan Kullmann
The Claremont Consortium administers a biennial survey to the approximately 5,000 Sakai-using undergraduate and graduate students in its member institutions [Claremont McKenna College, Claremont Graduate University, Harvey Mudd College, Keck Graduate Institute, Pitzer College, Pomona College and Scripps College]. The presentation summarizes findings from the 2008 and 2010 surveys. We identify changes in student use of Sakai; student assessment of the benefits and drawbacks of courses that use Sakai; which tools students find most useful in their courses as well as tool usage patterns, and student suggestions to improve Sakai and the ways that it is used in their classes.
Presented at the 2010 Sakai Conference (Denver, CO) on June 17, 2010. (Presentation slightly updated for online viewing.)
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
Presentation on behalf of HeLF at the University of East London. Content covers the 2011 HeLF survey of its members which provided a unique HE sector snapshot of the adoption of eSubmission, eMarking and eFeedback.
ePortfolio for work integrated learning - Jessica Tsai & Christine Slade (Uni...ePortfolios Australia
The University of Queensland (UQ) is investigating a sustainable ePortfolio technology that enables the monitoring, capturing and evaluating of Work Integrated Learning (WIL) across 25 disciplines. The presentation will outline the process that the project has undertaken to arrive at a recommendation for the most appropriate solution. The process has included an analysis of current teaching and learning practices and program and course-level needs to establish functional requirements, identification of potential off-the-shelf products, and proof-of-concept testing to establish the best-fit solution. This approach has enabled UQ to provide one platform that is integrated with the central learning management system which also meets the University’s teaching and learning needs with respect to WIL.
Pueblo Community College's Business Simulation Projectcccscoetc
PCC’s ILAG Grant Project created a collaborative effort between PCC’s 3 campuses to design and develop a simulation based teaching opportunity in the Introduction to Business class. Our Big Idea was to introduce the commercial “CEO” simulation into the entry level business class. The CEO simulation is designed to give students the opportunity to make the decisions necessary to start and manage a business by embedding the simulation into their class.
Linking design end curriculum management and eportfolios to respond to increa...ePortfolios Australia
Following criticism of graduate workplace capabilities, teacher education providers face stricter regulation requirements. This presentation introduces a pedagogical model that links design end curriculum planning and essential ePortfolio management functions to generate comprehensive standard aligned evidence required for graduate professional certification and program accreditation.
Moodle Moot Virtual Conference 2015 (MMVC15):
Remixing OERs - Adapting for Purpose and Context
Online WizIQ class on: http://www.wiziq.com/online-class/2877060-mmvc15-remixing-oers-adapting-for-purpose-and-context
Date: 11am (GMT+2) Saturday 8th August 2015
Full paper:
Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3)
http://www.openpraxis.org/index.php/OpenPraxis/issue/view/13/showToc
Landing page concept for 2016 DELTA Grants. I designed the concept from ideation to completion for the annual report infographics page.
https://delta.ncsu.edu/annualreport/
AEFLA program directors conference july 2013cccscoetc
Presentation to the directors explaining the new design
Math – pathways at the developmental level
Algebra, Non-Algebra (statistics and math for liberal arts), Non-transfer (career math, clinical calculations)
College Composition and Reading (formerly reading and English), Integrated disciplines, Tiers of student support in classrooms
HCA executive director for the North West Deborah McLaughlin's presentation on unlocking investment, to the Northern Housing Summit on 22 February 2016.
In 2015 alone, hackers stole the records of - 11 million people from Premiere Blue Cross- 10 million people from Excellus BlueCross BlueShield- 80 million people from Anthem. We review the challenges, trends and opportunity of the cyberspace wars. Presented to APICS Ventura on March 8, 2016 by Gerry Poe - CEO of Santa Clarita Consultants. http://www.scc-co.com
Say Aloha to Student Success: Using Non-Cognitive Data to Impact the JourneySmarterServices Owen
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Co-developing bespoke, enterprise-scale analytics systems with teaching staffDanny Liu
Presentation at the NSW Learning Analytics Working Group meeting, 3 February 2016, at the University of Technology, Sydney. Covering projects from Macquarie University and the University of Sydney.
This slide was presented in International the 2015 Conference on Education Research.
I aggregated several my other partial slides and reports to describe adaptive learning model pertaining to concept of learning analytics as well as LOD for curriculum standards and digital resources. There is short introduction to the project of ISO/IEC 20748 Learning analytics interoperability - Part 1: Reference model.
Summary of work undertaken at Manchester Metropolitan University to enhance the student experience, beginning with a rewrite of the first year undergraduate curriculum and including the delivery of personalised systems that wrap institutional resources around the learner
IBM education and training challenges and Perkins CTE ReformNed McCulloch
The skill shortage in Information Technology and STEM is broad. IBM works on skills in the Community from Cradle to Career through P-TECH, CTE, secondary and higher ed curriculum redesign, and Perkins, provides incumbent workforce training to its workforce, technology to solve education problems. The government needs to improve the supply of work ready graduates, support incumbent workforce training, and personalize education using technology
EUNIS 2014 Congress Elite Award-winning talk given about the unprecedented pace and scale of change undertaken at Manchester Metropolitan University to transform the student experience through the Enhancing Quality and Assessment for Learning (EQAL) project
Research in to Practice: Building and implementing learning analytics at TribalLACE Project
Keynote by Chris Ballard, Data Scientist, Tribal, given at the LACE SoLAR Flare event held at The Open University, Milton Keynes, UK on 9 October 2015. #LACEflare
3. Agenda
— Introduction to UNSW and theAustralian School of
Business
— Description of the business problem
— 4 step methodology
4. University of New South Wales
— UNSW
— Formed in 1949
— More that 50,000 students
— Member of the Group of Eight (Go8)
— Ranked 52 in the QSWorld University Rankings
https://www.unsw.edu.au/sites/default/files/documents/UNSW4009_Miniguide_2012_AW2_V2.pdf
5. University of New South Wales
— Australian School of Business
— Over 12,000 students
— Currently ranked 12th in the world for Accounting
and Finance degrees
— Top ranking MBA inAustralia
— MBA ranked 48th in the world
http://en.wikipedia.org/wiki/University_of_NSW
6. Julia Enterprise Data Warehouse
— Developed by the Institutional Analysis and Reporting
Office at UNSW with support from UNSW IT
— SAS was installed at UNSW in 2004 as a proof of
concept
— 2009 Migrated from SAS 9.1 to 9.2
— 2010 Julia in its current form commenced in SAS
Enterprise BI Server using Kimball dimensional
modeling techniques
— Flagged for replacement by an EDW being developed by
UNSW IT using SAS Enterprise BI Server 9.4
7. Business Problem
— Identification of students potentially at risk
— Widespread, automated and earlier student
advisement related to engagement and performance
— Student engagement in courses via Learning
Management System (LMS) access and activity
— How do you identify two or three hundred students
out of 12000 needing support?
— Students are often shy in asking for help
8. Methodology
Step 2 –
Analyse for
Churn or
Risk Patterns
Step 3 – Build
a Repeatable
Model
Step 4 –
Apply the
Model
Step 1 –
Obtain Good
Customer
Data
SAS
Enterprise
Guide®
Star Schemas
in SAS BI
Suite
SAS BI Suite
9. Step One: Obtain Good Customer Data /
Build a Good Data Warehouse
10. Step Two: Analyse for Churn or Risk
Patterns
Convention in the sector
— Low Social Economic Standing
— LowATAR (AustralianTertiaryAdmissions Rank)
— Students with a lowerWAM (WeightedAverage Mark)
Are much more likely to drop out
11. Step Two: Analyse for Churn or Risk
Patterns
— What is Risk?
— LowWAM
— Churn (Dropping out of UNSW)
— A number of variables were investigated for Churn and
WAM using SAS Enterprise Guide
12. Step Two: Analyse for Churn or Risk
Patterns
— Variables investigated for Churn andWAM using SAS
Enterprise Guide
— AdmittanceType - Cross Institutional, Exchange Student, Foundation Studies UNSW, FirstYear Student, Internal Program
Transfers, Readmit to Program etc.
— Application Method - Direct or UniversityAdmissions Centre
— Social Economic Standing by Postcode – Based onABS data
— Gender – Retention andWAM comparisons
— Language Spoken at Home
— High School Math - Subject and Grades
— Parental Education Level
— English Language Proficiency for international students
— Residency group – Local or international
— Students in a program that was not their first choice
— Blackboard and Moodle Usage – Learning Management System
— Moodle grades
— Age as the start of program
— Subjects Failed (tested against churn only)
— WAM falling (tested against churn only)
13. Step Two: Analyse for Churn or Risk
Patterns
Highest Parental
Education Level vs.
Retention
15. Step Three: Build a Repeatable Model
— Decided on three groups of attributes:
— Current LearningActivities – Given the most weight
— LMS Exam Result Rate
— LMSAccess Rate
— University Study History – Given the second most weight
— FailedThis Course Before
— Course Fails
— WAM Drop Level
— WAM Level
— University Entry Ranks – Given the least weight
— ATAR Score
— High School Math Proficiency
— Ranked Entry Score
— Written English Proficiency
— Total English Proficiency
16. Step Three: Build a Repeatable Model
— We built a linear model fairly
simple, able to be explained (one of
the goals)
— Ultimate would be to have multiple
models and evolve them over time
and potentially select students who
show up in the models
— We still don’t KNOW what is
happening in the student’s life
PredictiveAnalytics:The Power to PredictWhoWill
Click, Buy, Lie, or Die by Eric Siege
17. Step Four: Apply the Model
— Pilot – picked four subjects and ran a pilot program
doing intervention
— Showed that the model was helping us find students we need to
talk to
— Allowed focus on building methods for intervening
— Output of model fed into CRM from Semester 2 2013
— 2014 – Beginning to focus on risk for specific courses
such as Math intensive course, possible expansion to
include Physics
18. Recap
Step 2 –
Analyse for
Churn or
Risk Patterns
Step 3 – Build
a Repeatable
Model
Step 4 –
Apply the
Model
Step 1 –
Obtain Good
Customer
Data
SAS
Enterprise
Guide®
SAS Enterprise BI Server
SAS® Data Integration Studio
SAS®Web Report Studio
SAS Enterprise BI
Server
SAS Data Integration
Studio
SASWeb Report
Studio