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Resources and Actions
March 2014
EDUCAUSE Connect, Chicago
Malcolm Brown
Director, EDUCAUSE Learning [email protected]
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ECAR
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http://www.educause.edu/ecar/about-ecar/technology-research-academic-community
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www.educause.edu/student-study
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Research Products
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Participate
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http://www.educause.edu/library/resources/state-e-learning-higher-education-eye-toward-growth-and-increased-access
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http://www.educause.edu/library/resources/2012-ecar-study-analytics-higher-education
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https://www.surveygizmo.com/s3/1020013/Analytics-Maturity-Index
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ELI
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http://www.educause.edu/eli/programs/seeking-evidence-impact/content-anchors
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http://www.educause.edu/eli/programs/seeking-evidence-impact/content-anchors
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VOTE!
tinyurl.com/2014anchors
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ELI OnlineSpring Focus Session
FacultyDevelopment
April 1-3, 2014Program informationcoming soon
educause.edu/eli/events
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Themes
! Management! Demonstrating institutional alignment! Emerging/innovative approaches! Incentives and faculty rewards! Evidence of impact! Business and nancial models
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7 Things You Should Know…™ Series
Calibrated Peer ReviewScenario
In a workshop over the summer, Danielle worked with ac-tors, writers, scene designers, costume designers, andmakeup artists to create a edgling company dedicated tomaking short videos. This semester, she is taking a classcalled “Movie Making in Miniature.” Because the courseuses Calibrated Peer Review, Danielle hopes it can providean unbiased audience to contribute anonymous feedback.
For her rst assignment, Danielle submits a “10-minutemystery” that she produced. She uploads her le andturns to the Calibrated Peer Review tutorial, which ex-plains how to review videos by giving a score for eachquestion in a provided rubric. Danielle is then ready forthe calibration process. For this, she watches a sample
video that explains how to plant an orange tree. The ru-bric was built by the instructor, who provided his respons-es for comparison. She reviews the orange-tree video, adocumentary, and a video lecture with animation. She’sdelighted to nd that the scores she gave these works areclose to those of the instructor, which earns her a highrating as a reviewer.
Using the same rubric she used on the samples, Daniellerates the work of her peers, reviewing ve movies, oftenadding comments to explain her rating. When her re-
views are nished, she uses the same criteria to judge herown work. She now has a clearer sense of the strengthsand weaknesses of her video: a continuity error seemsobvious, and the audio is uneven, but her movie is morepolished than most.
At the end of the week, she rece ives peer feedbac k andsigns on to Facebook to discuss the results with her cre-
ative team. The ratings are high for execution but lowerfor “raised awareness of an issue or informed the view-er.” The team found the comments made by fellow mov-ie makers to be extremely helpful, some of whom said
What is it?Calibrated Peer Review (CPR) is a system for coordi-
nating and evaluating peer reviews of student work. CPR wasdeveloped at UCLA—based on general principles of peerreview—to allow instructors in the sciences to incorporatemore writing assignments into their classes without spend-ing additional time in assessment and markup. CPR hasevolved to be discipline-independent, and today studentscan use it to review not just essays but also such content as
works of art, oral presentations, posters, graphs, or comput-er code. The system provides double-blind anonymity forsubmissions and critiques, and it offers instructors an onlinearchive of assignments and an authoring tool for creatingtheir own exercises.
How does it work?In a course that uses CPR, students initially take a tuto-
rial on how to review peers’ work. Students then evaluate twoor three sample assignments, using a rubric set up by theinstructor. The rubric consists of a series of questions aboutthe work. Each student’s ratings are then compared to thoseassigned by the instructor (which constitute the “correct”ratings), and the proximity of the student’s evaluation withthe instructor’s determines the st udent’s score as a reviewer.Once students’ reviews are thus “calibrated,” stud ents beginassessing each other’s work.
The CPR system randomly distributes student-submitted as-signments to the other students in the class for evaluation.Reviewers, who cannot see who submitted the assignment,provide ratings per the rubric and can also add comments.(Students also use the rubric to review their own assignments.)The ratings and comments—as well as the calibration scoresof the reviewers—are then shared with the student who sub-mitted the assignment. Although students cannot see thenames of their peers at any point in the process, all assign-ments and all reviews, as well as the names of students whocompleted them, remain visible to the instructor.
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7 THINGS YOU SHOULD KNOW ABOUT … ™
Competency-Based EducationScenarioMath was one of the reasons Bob didn’t go to collegeout of high school. He did ne in other subjects, buthe struggled with math. He earned enough math cred-its to graduate, but he never learned the fundamentals.
After graduati on, he went t o work at a local manufac -turing plant, rst as a technician and eventually as shiftsupervisor. Now 34, he has risen as high as possible inthe company without a college degree. With two chil-dren, however, returning to school seems daunting—not to mention the math requirement. Then he hearsabout a competency-based program at a local co mmu-nity college. The program recognizes prior learning,and he can work independently and progress when hedemonstrates the skills needed for each step along the
way. Tuition is a at rate per term, and most of thelearning activities are online.In his rst term, Bob earns nearly three semesters’
worth of c redits, mostly through assessm ents of ma te-rial he already knew. He also takes a course in psychol-ogy, which he completes in about six weeks, and one ingeography, which takes closer to ten weeks.
What is it?Competency-based education (CBE) awards academic
credit based on mastery of clearly de ned competencies. CBEstands in contrast to education in which learning is structuredaround seat time and the credit hour. With CBE, learners takeas much or as little time as they need to understand the mate-rial. Competency-based programs can recognize prior learn-ing and learning outside the scope of a course, regardless of
where, when, or how that learning took place. CBE shifts thefocus from grades to learning, emphasizing frequent, mean-ingful feedback that empowers students to take more respon-sibility for learning than in conventional models. CBE is notnew, but various challenges facing higher education, com-bined with new models and technologies, have brought a newfocus on CBE and the implications it might have for studentlearning, business and pedagogical models, the role of faculty,and other aspects of higher education.
How does it work?CBE is built around clearly de ned competencies and
measurable learning objectives that demonstrate mastery ofthose competencies. These elements tend to be more granularand more modular than in a conventional course. Feedback isquick and frequent, and because it is structured as formative
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7 THINGS YOU SHOULD KNOW ABOUT … ™
Telepresence RobotsScenarioThis week Barbara Owen is attending a conference inBudapest. A colleague is teaching her chemistry classes,but she also oversees a graduate team working on an im-portant grant project. She is setting up now to meet withthis team using a telepresence robot.
The robot is currently located in the lab where three ofher students are working. Owen activates the device fromBudapest, using her tablet computer. Once the connec-t ion is established Owen’s face a ears on the robot’s
What is it?Most telepresence robots combine a mobile base with a
small screen placed roughly at the height of a person—thinkof a tablet computer atop a mop handle anchored to a rollingplatform. Network connections for the device are handledthrough standard Wi-Fi. The screen displays a person who isconnected remotely by two-way audio and video, and that per-
son can control the movement of the robot. The result is notunlike a videoconference but with the added dimensions ofheight (the face is at head height) and mobility (remote userscan move the robot as if they were physically present). Remote
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7 THINGS YOU SHOULD KNOW ABOUT … ™
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A curated set ofresources on topics
important to theteaching and learningcommunity.
Available in ePub format
7 Things You Should Read About…™ Series
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http://www.educause.edu/library/resources/2013-horizon-report
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ELI FocusSessions
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!
3 days! 18 speakers! Cases of effective practice! Tools to explore and do! Resources (15-40 minute
presentations; white paper)! Public in 3 months
http://www.educause.edu/events/online-spring-focus-session-faculty-engagement-and-development
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Learning Analytics:Moving from Concept to Practice
» Amid a long list of measurable factors, some have been shown to correlatestrongly with academic outcomes, while others are not strong indicators ofstudent success.
» The representations—often graphical—of the patterns and insights gleaned fromanalytics are a central component of how that information is understood and used.
» The most e ff ective learning analytics programs will be institution-wide e ff orts,taking advantage of a wide range of resources and possible i nterventions.
Malcolm Brown, Director, EDUCAUSE Learning Initiative July 2012 B
R I E F
Analytics is an umbrella term for the use of data,statistical analysis, and explanatory and predic-tive models to gain insights and act on complexissues. As a genre of analytics, learning analytics(LA) uses these methods to achieve greatersuccess specically in student learning. LA canbe used in a variety of ways, some of whichinclude alerting faculty, students, and advisorswhen intervention is needed; providing inputfor continuous improvement in course designand delivery; and enabling personalization ofthe learning environment.
In 2011, ELI issued a brief that described LA asthe coming third wave, a new technology withgreat potential to increase student academicsuccess. This second ELI brief on LA describesthe evolution of the topic over the past year. It
DenitionsLAK12 dened learning analytics as “the
measurement, collection, analysis and reportingof data about learners and their contexts, forpurposes of understanding and optimizinglearning and the environments in which itoccurs.” 1 An important characteristic of thisdenition is its distinction between LA tech-nology and the purposes it serves. At the2012 ELI SFS, George Siemens drew the samedistinction, remarking that “all the importantstu ff with analytics happens…after we’ve donethe analytics.” 2 Analytics technology providesinformation and evidence that enables whathe calls “sensemaking” and what elsewhere iscalled decision making. This distinction is ofkey importance, as any institutional programinvolvin LA must have both: a robust tech-
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educause.edu/sei © 2012 EDUCAUSE. CC by-nc-nd.
SEI Case Study November 2012
Role-Differentiated Responses to ActiveLearning Classrooms:The University of Minnesota
Institution: University of Minnesota – Twin Cities, a public R1 university in Minnesota with a studentenrollment of nearly 49,000
Timetable: Fall 2011 to fall 2012
Contacts: In the University of Minnesota Office of Information Technology:J.D. Walker, Manager, Research and Evaluation Team, [email protected] Paul Baepler, Senior Educational Technology Consultant, [email protected] D. Christopher Brooks, Research Fellow, [email protected] Kem Saichaie, Academic Technology Consultant, [email protected]
URLs: http://z.umn.edu/lsr , http://www.classroom.umn.edu/projects/alc.html
Technology-enhanced learning spaces called Active Learning Classrooms (ALCs) have become animportant component of the teaching and learning paradigm at the University of Minnesota (see Figure 1).Since August 2007, the research and evaluation team in the University of Minnesota’s Office of InformationTechnology (OIT) has collaborated with the Office of Classroom Management (OCM) and other units in theuniversity system in ongoing research to assess the extent to which ALCs shape teaching and learningpractices, student and instructor perceptions of the educational process, and student learning outcomes.
In 2010, a new Science Teaching and Student Services (STSS) building opened. In 2011, a study wasundertaken to investigate the impact of the STSS building and its ALCs on the teaching and learningenvironment at the university.
Figure 1. ALC at the University of Minnesota
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Themes
AccessibilityAssessment
Faculty development
The ‘new reality’
Team-based approach
Tools and vendorsData and analytics
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Which ideas are most relevant?
What are the components of a good action plan?
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