connect 2015

1. connect 2015 • Dr. Keith Hampson, Acrobatiq (A Carnegie Mellon University Venture) • Jim Phillips, University of California, Santa Cruz • Mara Hancock, California College of the Arts How Learner Analytics Stimulates Innovation

2. Access • Higher Education & The Iron Triangle • Cost • Quality

3. Analytics: Categories • institutional • course selection; time-to-completion; GPA • engagement • number of discussion visits; time online; completed work of day online • learning • mastery of curricula

4. Where does the greatest value for analytics in higher education reside? Three answers per group, in order of importance. Be specific. 10 minutes. • 1 • 2 • 3

5. Learning Analytics

6. OLI • > 25-50% less time req’d • > Equal or better learning gains • CMU • Acrobatiq • > Extend • > Scale • > Sustain

8. Learning Objective 1 • Learning Objective 2 • Skill 1 • Activity • Assess • Learning Objective 3 • Skill 2 • Activity • Learning Objective 4 • Skill 3 • Practice • Skill Graph • Learning Objective

9. Learning Objective 1 • Learning Objective 2 • Skill 1 • Activity • Data • Assess • Learning Objective 3 • Skill 2 • Activity • Learning Objective 4 • Skill 3 • Practice • Skill Graph • Learning Objective

11. Learning Analytics: Implementation Strategies (or “How, Not What”) • 1 • 3 • 3 • e.g. Where in your institution would you start first? • e.g. Whose support would you need? • e.g. How would you sell the idea?

12. More information • Learning Analytics: Recommended Reading • keith@Acrobatiq.com • 1.647.839.3113