The document discusses a project that used virtual learning environment (VLE) data to provide weekly automated feedback to first-year students on their engagement. The project aimed to improve student engagement and progression. Students received emails summarizing their VLE activity and survey results found most students changed their VLE usage and would participate again. The document recommends using VLE data to provide feedback but ensuring appropriate ethical approval is received.
Common Core State Standards - How Much Do Principals Workmillerjtx
With the Common Core State Standards upon us it is as important as ever that school principals maximize all the time available to them to visit classrooms and give their teachers feedback.
Principals average nearly 60 hours per week, but very little of that time is spent in classrooms. What little time is spent in classrooms rarely results in useful feedback. One recent study found that walk throughs without feedback has a negative impact on student achievement.
This new iPad app from Think Strategy, LLC aims to reduce the time principals spend making observations leaving them more time to give useful feedback.
The 3 critical principles for school technologyJay Ashcroft
£1 billion has been spent on education technology by UK schools, yet it has had no measurable impact on student progress. It's time to rethink how we use technology in education if we are to truly transform our schools. In this presentation you will learn the 3 critical principles to follow if you want to transform how effective your teachers are, how your school operates and ultimately how your students learn
Common Core State Standards - How Much Do Principals Workmillerjtx
With the Common Core State Standards upon us it is as important as ever that school principals maximize all the time available to them to visit classrooms and give their teachers feedback.
Principals average nearly 60 hours per week, but very little of that time is spent in classrooms. What little time is spent in classrooms rarely results in useful feedback. One recent study found that walk throughs without feedback has a negative impact on student achievement.
This new iPad app from Think Strategy, LLC aims to reduce the time principals spend making observations leaving them more time to give useful feedback.
The 3 critical principles for school technologyJay Ashcroft
£1 billion has been spent on education technology by UK schools, yet it has had no measurable impact on student progress. It's time to rethink how we use technology in education if we are to truly transform our schools. In this presentation you will learn the 3 critical principles to follow if you want to transform how effective your teachers are, how your school operates and ultimately how your students learn
math-360 is a web based (#onlinemath) learning, practice and assessment program for students in grades 1 through 10.
math-360 (#math360usa) can be used as: a) an after school (#afterschool) program, b) the primary curriculum for home-schooled students (#homeschool), c) a remedial (#mathremedy) program for those students who need extra help to keep pace with their school curriculum.
#afterschool,#homeschool,#math360usa,#mathremedy,#onlinemath
5 Course Design Tips to Increase Engagement and OutcomesCengage Learning
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
The ten steps showcased within this presentation have proven to be effective at multiple schools. This clear outline of ways that you can make your site a higher achieving school includes straightforward, realistic methods that yield greater results. Students, teachers, and administrators will benefits from the steps outlined in this creative presentation. Presenters include a Director of Middle Grades Education and a school principal.
The Journey to Digital: Incorporating Technology to Strengthen Critical MindsCengage Learning
Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan
Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.
Always Prepped Principal Dashboard OverviewAlways Prepped
Tired of Excel? Allow Always Prepped to automagically make student performance reports meaningful with a single upload. Our graphs and charts will help you track students and sites over time. Find trends in your class easily.
Always Prepped allows you to easily integrate all of your education applications so that you can monitor the school or classroom. All using our safe, strong, open API.
With the advent of Moodle 2.X and Moodle HQs commitment to provide major dot point upgrades every six months, institutions need to have a very clear plan in place to ensure they stay current with the technology. Organisations cannot afford to get too far behind with a product that is evolving so quickly. The University of Southern Queensland (USQ) that self hosts three major instances of Moodle (USQStudyDesk, USQStaffDesk and USQOpenDesk) has committed itself to roll with a six-monthly upgrade cycle, aligned with its two major teaching periods. To do this we have developed a robust methodology and testing schema to ensure we meet our targets and commitments to the many key stakeholders involved. In July 2012 USQ upgraded from 1.9 to 2.2, in February 2013 it went to 2.3 and in June to 2.4, etc., etc. This is not a light undertaking and this presentation will share what USQ has had to do to ready itself for this type of commitment. Having now done this three times this presentation will look at some of the lessons learned. It will posit a series of considerations and look at the implications on ICT staff, systems support staff, training staff and more importantly, what this means for the consumers; academic staff and their students.
Magazine in Door to Door case + Direct Mail - P&Gbpost
Procter and Gamble Magazine case
Hello,
I wanted to share this Door to door case followed by a addressed direct mail coupon book.
2 elements
1) Inspiring magazine with tips and tricks on health, cleaning and beautycars – distributed via Door 2 door
2) A personalize coupon book – addressed at the name of my wive
I received this today in my letterbox and it is a great example on how brands can do storytelling and activation in 1 movement.
Branding and selling in 1 move
I hope this can inspire you
Enjoy
Biotech Data Science @ GUGC in Korea: Deep Learning for Prediction of Drug-Ta...Wesley De Neve
Biotech Data Science @ GUGC in Korea: Deep Learning for Prediction of Drug-Target Interaction and DNA Analysis.
Poster presented at the BIG N2N Symposium 2016.
math-360 is a web based (#onlinemath) learning, practice and assessment program for students in grades 1 through 10.
math-360 (#math360usa) can be used as: a) an after school (#afterschool) program, b) the primary curriculum for home-schooled students (#homeschool), c) a remedial (#mathremedy) program for those students who need extra help to keep pace with their school curriculum.
#afterschool,#homeschool,#math360usa,#mathremedy,#onlinemath
5 Course Design Tips to Increase Engagement and OutcomesCengage Learning
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
The ten steps showcased within this presentation have proven to be effective at multiple schools. This clear outline of ways that you can make your site a higher achieving school includes straightforward, realistic methods that yield greater results. Students, teachers, and administrators will benefits from the steps outlined in this creative presentation. Presenters include a Director of Middle Grades Education and a school principal.
The Journey to Digital: Incorporating Technology to Strengthen Critical MindsCengage Learning
Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan
Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.
Always Prepped Principal Dashboard OverviewAlways Prepped
Tired of Excel? Allow Always Prepped to automagically make student performance reports meaningful with a single upload. Our graphs and charts will help you track students and sites over time. Find trends in your class easily.
Always Prepped allows you to easily integrate all of your education applications so that you can monitor the school or classroom. All using our safe, strong, open API.
With the advent of Moodle 2.X and Moodle HQs commitment to provide major dot point upgrades every six months, institutions need to have a very clear plan in place to ensure they stay current with the technology. Organisations cannot afford to get too far behind with a product that is evolving so quickly. The University of Southern Queensland (USQ) that self hosts three major instances of Moodle (USQStudyDesk, USQStaffDesk and USQOpenDesk) has committed itself to roll with a six-monthly upgrade cycle, aligned with its two major teaching periods. To do this we have developed a robust methodology and testing schema to ensure we meet our targets and commitments to the many key stakeholders involved. In July 2012 USQ upgraded from 1.9 to 2.2, in February 2013 it went to 2.3 and in June to 2.4, etc., etc. This is not a light undertaking and this presentation will share what USQ has had to do to ready itself for this type of commitment. Having now done this three times this presentation will look at some of the lessons learned. It will posit a series of considerations and look at the implications on ICT staff, systems support staff, training staff and more importantly, what this means for the consumers; academic staff and their students.
Magazine in Door to Door case + Direct Mail - P&Gbpost
Procter and Gamble Magazine case
Hello,
I wanted to share this Door to door case followed by a addressed direct mail coupon book.
2 elements
1) Inspiring magazine with tips and tricks on health, cleaning and beautycars – distributed via Door 2 door
2) A personalize coupon book – addressed at the name of my wive
I received this today in my letterbox and it is a great example on how brands can do storytelling and activation in 1 movement.
Branding and selling in 1 move
I hope this can inspire you
Enjoy
Biotech Data Science @ GUGC in Korea: Deep Learning for Prediction of Drug-Ta...Wesley De Neve
Biotech Data Science @ GUGC in Korea: Deep Learning for Prediction of Drug-Target Interaction and DNA Analysis.
Poster presented at the BIG N2N Symposium 2016.
Here is very powerful case study of one of our clients Future This skincare products and the phenomenal growth that our incentive programme has helped the business achieve.
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as “Learning analytics” drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
Predicted project Hatfield UK 2015 M GlynnMark Glynn
A copy of the slides produced to highlight the Predicted project that is mining data from our VLE and using it to predict academic success for students
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...statisfactions
Here are the slides for Dr. Michelle Everson's presentation to the Winter 2014 Meeting of the American Statistical Association's Twin Cities Chapter, focused on statistics education. Dr. Everson is Senior Lecturer in the Department of Educational Psychology at the University of Minnesota—Twin Cities.
ABLE - EMFD presentation - NTU student dashboard streamEd Foster
Student Dashboard - Lessons Learned
Covering:
Why NTU is interested in Learning Analytics
Solutionpath's StREAM resource
Research from the Student Dashboard
NBS's experience of embedding the Dashboard into working practice
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Developing Health Sciences students’ information skills through online self-p...Sarah Gallagher
Initial feedback on a cross cohort evaluation of an online self-paced information skills programme in three second year health sciences programmes at the Unviersity of Otago: Medicine, Pharmacy and Physiotherapy. Presented at Spotlight on Teaching 2013, University of Otago.
(GWC 2016 Session) Engagement and Retention through Mobile Gamification in Hi...Scott Reinke
These are my slides for my Gamification World Congress 2016 session presentation on the Ball State Achievements program. Much of my presentation was spoken rather than written out on the slides, so feel free to contact me for any further interest or clarification!
Keynote presentation at DDETB annual conference. The future is now, the technology is available for educators that can make real enhancements in the classroom for staff and students. This talk will highlight a selection of free technologies aimed at educators within the further education sector. Acknowledging the wide variety of resources and expertise within the sector the talk will be built around the SAMR model, showcasing the potential use of technology no matter what you skill level or resources available
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
This presentation outlines how a lecturer used the Moodle quiz feature, an excel sheet and a word document to test students knowledge of a key piece of software
Citations for President's awards for excellence in Teaching & Learning - 2018Dublin City University
Citations received for each of the candidates shortlisted for the President's Awards for Excellence in Teaching and Learning within Dublin City University
This presentation details our study which aims to investigate the extent of the assessment overload issue for both staff and students and is being undertaken to encourage programme teams to adopt a programmatic approach to assessment including taking data-informed decisions to enhance the student experience.
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
Transforming Education with Technology: the Challenges and Opportunities
Technology has the potential to transform education for both the learner and the educator. Thanks to technology we can now do things we could not dreamed of before when it comes to teaching and learning. This interactive presentation will highlight why and how you can take advantage of free web based tools to enhance your training and development programmes. The presentation will also highlight the challenges that we face before we can take advantage of the opportunity afforded to us through technology.
This presentation outlines how we have developed 4 new analytic reports for the open source eportfolio platform Mahara. These reports are going into "core" Mahara fromv ersion 17.10
Virtual Learning Environments (VLE's) have been the subject of much discussion, referred to as outdated and no longer needed (Wheeler, 2009).
DCU were one of the first universities in the world to adopt Moodle over 10 years ago. It is now one of the core pieces of infrastructure within the university and it's value to the university is going from strength to strength. Over the last three years we have seen a 20% growth in the use of Moodle, year on year. At a time when technology has evolved so much and students expect so much more - why is the VLE not dead in DCU?. We have not out grown Moodle, it has grown with us.
While "out of the box" Moodle is quite good but we have made a conscious decision to adapt Moodle.In addition to installing some plugins available through the community, we have developed plugins to customise Moodle to meet our needs to address both pedagogical and administrative challenges.The talk will outline how we have streamlined the assessment process, made group work easier, provided e-voting for the students union elections etc. They are just a selection of modifications that will be outlined in this paper.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Y1 feedback Symposium "Predicted" Presentation
1. PredictEd: Using VLE data
to provide weekly automated
feedback on Student
Engagement
Owen Corrigan
Mark Glynn
Alan F. Smeaton
Sinéad Smyth
@glynnmark
2. @glynnmark #heie
Outline
• The Challenge
• What did we do?
• How did we give feedback?
• What did the students say?
• What are the benefit &
drawbacks?
• The Recommendations
3. @glynnmark #heie
Challenge
1) Provide regular timely feedback to first year students
with respect to their engagement with the VLE
2) To improve first year students’ engagement with
course materials and therefore by association hopefully
improve overall progression rates through improved
grades
3) Demonstrate how the VLE data can be harnessed to
advance course design.
6. @glynnmark #heie
Benefits & Drawbacks
• +2.67 % in their final
exam scores
• Staff became more
aware of what content
on the course pages
that students engaged
with
• overall increase in
awareness amongst
staff of the benefits of
the VLE
• extensive ethical
consideration
• Hawthorne effect
• Not as significant as
desired
7. @glynnmark #heie
What did the students say?
Students who took part were asked to complete a short
survey at the start of Semester 2 - N=133 (11% response rate)
Question Group 1 (more
detailed email)
Group 2
% of respondents who opted out of
PredictED during the course of the semester 4.5% 4.5%
% who changed their Loop usage as a
result of the weekly emails
43.3% 28.9%
% who would take part again/are offered and
are taking part again
72.2%
(45.6%/ 26.6% )
76.6%
(46% /30.6% )
8. @glynnmark #heie
Conclusions & Recommendations
VLE data can be used to provide regular automated
feedback and feedforward to students
Communicate thoroughly with the students and staff
involved in this project
if you decide to use VLE data please ensure that you get
appropriate ethical clearance first
11. @glynnmark #heie
Study by numbers
• 17 Modules across the
University (first year, high
failure rate, use Loop,
periodicity, stability of
content, Lecturer on-board)
• Offered to students who opt-
in or opt-out, over 18s only
• 76% of students opted-in,
377 opted-out, no difference
among cohorts
• 10,245 emails sent to 1,184
students who opted-in over
13 weekly email alerts
12. @glynnmark #heie
33% said they changed how they
used Loop. We asked them how?
• Studied more
– “More study”
– “Read some other articles online”
– “Wrote more notes”
– “I tried to apply myself much more, however yielded no results”
– “It proved useful for getting tutorial work done”
• Used Loop more
– “I tried harder to engage with my modules on loop”
– “I think as it is recorded I did not hesitate to go on loop. And loop as become my first
support of study.”
– “I logged on more”
– “I read most of the extra files under each topic, I usually would just look at the lecture
notes.”
– “I looked at more of the links on the course nes pages, which helped me to further my
understanding of the topics”
– “I learnt how often I need to log on to stay caught up.”
13. @glynnmark #heie
Did you change Loop usage for other
modules?
• Most who commented used Loop more often for other modules
– “More often”
– “More efficient”
– “Used loop more for other modules when i was logging onto
loop for the module linked to PredictED”
– “Felt more motivated to increase my Loop usage in general for
all subjects”
One realised that Lecturers could see their Loop activity
“I realised that since teachers knew how much i was
using loop, i had to try to mantain pages long on so it
looked as if i used it a lot”
14. @glynnmark #heie
So much student data we could use
Demographics
• Age, home/term address, commuting distance, socio-economic status, family
composition, school attended, census information, home property value, sibling
activities, census information
Academic Performance
• CAO and Leaving cert, University exams, course preferences, performance relative
to peers in school
Physical Behaviour
• Library access, sports centre, clubs and societies, eduroam access yielding co-
location with others and peer groupings, lecture/lab attendance,
Online Behaviour
• Mood and emotional analysis of Facebook, Twitter, Instagram activities, friends and
their actual social network, access to VLE (Moodle)
15. @glynnmark #heie
Modules which work well …
• Have periodicity (repeatability) in Moodle access
• Confidence of predictor increases over time
• Don't have high pass rates (< 0.95)
• Have large number of students, early-stage
16. @glynnmark #heie
No significant difference in the entry profiles of
participants vs. non-participants overall
PredictEd Participant Profile
19. @glynnmark #heie
Subject Description Non-Participant Participant
BE101 Introduction to Cell Biology and Biochemistry 58.89 62.05
CA103 Computer Systems 70.28 71.34
CA168 Digital World 63.81 65.26
ES125 Social&Personal Dev with Communication Skills 67.00 66.46
HR101 Psychology in Organisations 59.43 63.32
LG101 Introduction to Law 53.33 54.85
LG116 Introduction to Politics 45.68 44.85
LG127 Business Law 60.57 61.82
MS136 Mathematics for Economics and Business 60.78 69.35
SS103 Physiology for Health Sciences 55.27 57.03
Overall Dff in all modules 58.36 61.22
Average scores for participants are higher in 8 of the 10
modules analysed, significantly higher in BE101, and
CA103. MS136
Module Average Performance Participants
vs. Non-Participants
22. @glynnmark #heie
Importance of Ethics
• Ethics are important to ensure safety of participants and
researchers
• Educational Data Analytics is a new area of research
– Not much previous research to highlight possible ethical issues
– Requires extensive ethical consideration
• We have spent a lot of time this Summer preparing a DCU REC
submission
– We’ve submitted and had approval for a test case
– We’ve met with REC chair to brief him
• We are following the 8 Principles set out by the Open University
who are at EXACTLY the same stage as us
23. @glynnmark #heie
Notes on model confidence
• Y axis is confidence in AUC ROC (not probability)
• X axis is time in weeks
• 0.5 or below is a poor result
• Most Modules start at 0.5 when we don't have much
information
• 0.6 is acceptable, 0.7 is really good (for this task)
• The model should increase in confidence over time
• Even if confidence overall increases, due to randomness the
confidence may go up and down
• It should trend upwards to be a valid model and viable
module choice
24. @glynnmark #heie
Timescale for Rollout
• Still some issues on Moodle access log data transfer
to be resolved
• Still have to resolve student name / email address /
Moodle ID / student number
• Still to resolve timing of when we can get new
registration data, updates to registrations (late
registrations, change of module, change of course,
etc.) …
• Should we get new, “clean” data each week ?
25. @glynnmark #heie
Why did you take part?
• The majority of students
wanted to learn/monitor
their performance
• Many others were curious
• Some were interested in
the Research aspect
• Some were just following
advice
• Others were indifferent
26. @glynnmark #heie
How easy was it to understand the
information in the emails ?
(1= not at all easy, 5 = extremely easy)
• Average 3.97 (SD= 1.07)
• Very few had comments to make
(19/133)
– Most who commented wanted more
detail.
Editor's Notes
On Leaving Cert data P(T<=t) two-tail 0.110956
On Maths LC Points P(T<=t) two-tail 0.199347
Key point here: Students with higher prior education attainment tend to score more highly in modules. This is to suggest that any difference in the results between participants and non-participants will not be a result of differences in their prior educational attainment profile- they are the same.
Shane dawson austrailia
Significance based on t-test results, and z-scores- no statistically significant difference in the other modules.
The majority of students wanted to learn/monitor their performance
“thought it might help my grade”
“For feedback”
“To see if I was participating well and engaging with my modules”
“To monitor my progress in the module”
“To get updates on how I was expected to perform in the exams based on my loop access”
“To motivate me and tell me when I'm not working enough on the module, as a reminder”
Many others were curious
“I was curious about the result and it was no effort to take part so, why not?”
“Out of interest to see how i get on”
“Because I wanted to know where I stood amongst other classmates”
“Thought it would be interesting to see if there was a correlation”
“curiosity”
“try it out”
“Just to see what would happen”
Some were interested in the Research aspect
“I do Science Ed so interested in outcomes of such research”
“Because I felt my contribution would be beneficial to the researchers”
“I wanted to aid in the reaearch that was being done”
“To be helpful and give my opinion”
Some were just following advice
“I was advised to”
“Because it was recommended”
“Peer pressure”
“Because the lecturers talked many times about it”
Others were indifferent
“I was sent a link”
“I didn't see any reason not to”
“no reason”
“For the craic”
“why not”