Learning Analytics

Introducing SLAM and a report on 49,000 Physics Students: Who Does Better Than Expected?

 

Event Information
Dates: 
Wed, 09/14/2011 - 12:00pm - 1:15pm
Presenter(s): 
Tim McKay, UM Physics and the LSA Honors Program
Eligible for Certificate: 
Not eligible for Certificate
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Paper calendar showing application deadlineAre you interested in using academic data to understand and improve teaching and learning at University of Michigan? If you'd like to learn more about learning analytics and are interested in conducting your own research, apply for the second Learning Analytics Fellows Program, run by the Provost’s Learning Analytics Task Force and CRLT. Applications are due November 15.
 
This year, the program will accept applications for two-person teams consisting of some combination of junior (graduate student or postdoc) and senior (faculty, staff, and lecturer) Fellows. All faculty, staff, postdocs, and graduate students on the Ann Arbor campus are eligible to apply. However, in order to enhance program impact, teams that include at least one senior member will be favored.
 
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Tim McKayFriday, September 13, kicked off another year of the Student Learning and Analytics at Michigan (SLAM) speaker series with a presentation by Tim McKay, chair of the University's Learning Analytics Task Force and Thurnau Professor of Physics. McKay spoke about the accomplishments of the Task Force from the previous year, presented data from recent Learning Analytics research, and discussed plans for the next year. 
 
For those new to the topic, McKay explained that Learning Analytics (LA) -- or the collection, analysis, and use of large bodies of student data to improve learning -- can assist instructors in achieving a wide range of teaching goals. Data can be used to drive changes to how we interact with students, teach material, and evaluate learning, ultimately improving student outcomes in the classroom. The U-M Learning Analytics Task Force works to facilitate and support LA projects within the University community.
 
Last year, the Task Force funded a variety of LA projects at University of Michigan. One of these projects involved using data and technology to personalize the guidance given to undergraduate students in large lecture classes using the software system E2Coach. For more information on E2Coach and the Thurnau professors who created it, click here. Other projects involved creating systems to customize course advising, with the goal of improving success throughout students' university careers.
 
If you are interested in learning more about learning analytics, sign up for the rest of the SLAM talks, or watch them online after they are posted. Videos of last year's series are already available here. If you would like to pursue a LA project related to your teaching, the Task Force will be sponsoring a Learning Analytics Fellows program during the Winter term. Applications for this program will be available soon and due by November 15. The last round of Exploring Learning Analytics grants also are due on November 15, and the call for proposals can be found here.
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Digital badges are web-enabled tokens of learning and accomplishment. Unlike traditional grades, certificates, and transcripts, badges can include specific claims and detailed evidence in support of those claims. The Design Principles Documentation project is systematically following the introduction of digital badges in thirty diverse educational projects. This has revealed that the introduction of digital badges prompted useful deliberations about (a) the learning to be recognized, (b) the claims to be made about that learning, and (c) the assessments needed to support those claims. These deliberations should enhance the evidential, consequential, and ecological validity of these claims. Therefore, the evidence contained in badges offers unprecedented opportunity for analyzing learning and activity in educational contexts. This presentation will review how a wide range of current educational projects are using the evidence contained in digital badges. These include some of the thirty projects funded in the MacArthur Foundation’s Badges for Lifelong Learning initiative in 2012-2013, programs from YouMedia in the 2013 Chicago Summer of Learning, and from an open online course on educational assessment offered at Indiana University in Fall 2013.
Event Information
Dates: 
Fri, 11/15/2013 - 12:00pm - 1:15pm
Location (Room): 
Great Lakes North (Palmer Commons 4th Floor)
Presenter(s): 
Dan Hickey, Indiana University
Eligible for Certificate: 
Not eligible for Certificate
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This SLAM Seminar will focus on two U-M faculty projects involving the design and assessment of online learning resources. Christine Modey, Sweetland Center for Writing (LSA), will present on "The Revision Project," with the goal of promoting student learning of writing skills through online learning resources. This initiative is part of the Michigan Education through Learning Objects team, a U-M cross-disciplinary collaboration that facilitates development of technology-infused courses for enhanced learning. Next, Robin Fowler, Technical Communications (CoE) will present on her quasi-experimental study examining the effect of discussion format (Google doc or face-to-face) on team dynamics in a first-year undergraduate engineering course. This project was funded by CRLT's Teaching with Technology Institute and Investigating Student Learning Grants.

The Student Learning and Analytics at Michigan (SLAM) Seminar series features both U-M faculty and visitors from other campuses, focusing on the use of data about students, courses and academic programs -- for the purposes of improving teaching and learning. For more information about learning analytics at U-M and to view videos and slides from past SLAM presentations, click here.

Event Information
Dates: 
Fri, 11/01/2013 - 12:00pm - 1:15pm
Location (Room): 
Johnson Rooms, 3rd Floor, Lurie Engineering Center (North Campus)
Presenter(s): 
Christine Modey, Sweetland Center for Writing, U-M
Presenter(s): 
Robin Fowler, Technical Communications, U-M
Eligible for Certificate: 
Not eligible for Certificate
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