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    TED-Style Presentation Differences among Institutional Faculty and Staff in Learning Analytics Readiness Levels Kimberly Arnold, Senior Evaluation Consultant, University of Wisconsin-MadisonSteven Lonn, Assistant Director, USE Lab and Learning Analytics Specialist, University of Michigan-Ann Arbor The Learning Analytics Readiness Instrument (LARI) was developed with the idea that institutions need in-depth information to aid in the implementation of learning analytics. During data collection for the beta version of the LARI, over 300 responses were received from 23 diverse institutions. This presentation will focus on the differences observed between various classifications of faculty and staff completing the LARI both within and across institutions when examining readiness for systemic learning analytics initiatives. Participants will be able to add their own insight to the findings, as well as discuss their own challenges with learning analytics readiness. OUTCOMES: Understand the underpinnings of the LARI * Recognize the components constituting readiness for learning analytics * Learn about differences in responses from various respondents and institutions * Identify challenges and weaknesses to implementation at your own campus Creating a Framework for an Institutional, Data-Driven Approach to Student Success Beth Mulherrin, Assistant Dean, Undergraduate Initiatives, University of Maryland University CollegeJack Neill, Senior Director, Data Analysis, Undergraduate Initiatives, University of Maryland University College Analytic tools such as predictive models, early alert systems, and dashboards require an integrated approach to maximize institutional impact. Disparate initiatives and data sources within an institution can make it challenging to systematically evaluate and understand the impact of various efforts to improve student success. University of Maryland University College (UMUC) is creating an institutional approach to organizing, implementing, and evaluating student support services and interventions to improve outcomes. Learn how UMUC is tackling this challenge by developing a common data framework for identifying at-risk students, coordinating intervention efforts, and systematically evaluating initiatives. OUTCOMES: Learn about various analytic tools and strategies for evaluating student success initiatives * Determine pathways for creating an integrated, data-driven approach to student success at your institution * Evaluate your institutional capacity to leverage analytic tools in a holistic way http://www.educause.edu/events/eli-virtual-annual-meeting-2015/2015/working-learning-analytics

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    TED-Style Presentation Differences among Institutional Faculty and Staff in Learning Analytics Readiness Levels Kimberly Arnold, Senior Evaluation Consultant, University of Wisconsin-MadisonSteven Lonn, Assistant Director, USE Lab and Learning Analytics Specialist, University of Michigan-Ann Arbor The Learning Analytics Readiness Instrument (LARI) was developed with the idea that institutions need in-depth information to aid in the implementation of learning analytics. During data collection for the beta version of the LARI, over 300 responses were received from 23 diverse institutions. This presentation will focus on the differences observed between various classifications of faculty and staff completing the LARI both within and across institutions when examining readiness for systemic learning analytics initiatives. Participants will be able to add their own insight to the findings, as well as discuss their own challenges with learning analytics readiness. OUTCOMES: Understand the underpinnings of the LARI * Recognize the components constituting readiness for learning analytics * Learn about differences in responses from various respondents and institutions * Identify challenges and weaknesses to implementation at your own campus Creating a Framework for an Institutional, Data-Driven Approach to Student Success Beth Mulherrin, Assistant Dean, Undergraduate Initiatives, University of Maryland University CollegeJack Neill, Senior Director, Data Analysis, Undergraduate Initiatives, University of Maryland University College Analytic tools such as predictive models, early alert systems, and dashboards require an integrated approach to maximize institutional impact. Disparate initiatives and data sources within an institution can make it challenging to systematically evaluate and understand the impact of various efforts to improve student success. University of Maryland University College (UMUC) is creating an institutional approach to organizing, implementing, and evaluating student support services and interventions to improve outcomes. Learn how UMUC is tackling this challenge by developing a common data framework for identifying at-risk students, coordinating intervention efforts, and systematically evaluating initiatives. OUTCOMES: Learn about various analytic tools and strategies for evaluating student success initiatives * Determine pathways for creating an integrated, data-driven approach to student success at your institution * Evaluate your institutional capacity to leverage analytic tools in a holistic way http://www.educause.edu/events/eli-virtual-annual-meeting-2015/2015/working-learning-analytics

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    8 views22 pages

    Working With Learning Analytics (259000503)

    Uploaded by

    matt_paz
    TED-Style Presentation Differences among Institutional Faculty and Staff in Learning Analytics Readiness Levels Kimberly Arnold, Senior Evaluation Consultant, University of Wisconsin-MadisonSteven Lonn, Assistant Director, USE Lab and Learning Analytics Specialist, University of Michigan-Ann Arbor The Learning Analytics Readiness Instrument (LARI) was developed with the idea that institutions need in-depth information to aid in the implementation of learning analytics. During data collection for the beta version of the LARI, over 300 responses were received from 23 diverse institutions. This presentation will focus on the differences observed between various classifications of faculty and staff completing the LARI both within and across institutions when examining readiness for systemic learning analytics initiatives. Participants will be able to add their own insight to the findings, as well as discuss their own challenges with learning analytics readiness. OUTCOMES: Understand the underpinnings of the LARI * Recognize the components constituting readiness for learning analytics * Learn about differences in responses from various respondents and institutions * Identify challenges and weaknesses to implementation at your own campus Creating a Framework for an Institutional, Data-Driven Approach to Student Success Beth Mulherrin, Assistant Dean, Undergraduate Initiatives, University of Maryland University CollegeJack Neill, Senior Director, Data Analysis, Undergraduate Initiatives, University of Maryland University College Analytic tools such as predictive models, early alert systems, and dashboards require an integrated approach to maximize institutional impact. Disparate initiatives and data sources within an institution can make it challenging to systematically evaluate and understand the impact of various efforts to improve student success. University of Maryland University College (UMUC) is creating an institutional approach to organizing, implementing, and evaluating student support services and interventions to improve outcomes. Learn how UMUC is tackling this challenge by developing a common data framework for identifying at-risk students, coordinating intervention efforts, and systematically evaluating initiatives. OUTCOMES: Learn about various analytic tools and strategies for evaluating student success initiatives * Determine pathways for creating an integrated, data-driven approach to student success at your institution * Evaluate your institutional capacity to leverage analytic tools in a holistic way http://www.educause.edu/events/eli-virtual-annual-meeting-2015/2015/working-learning-analytics

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    of 22

    Differences among Institutional

    Faculty and Staff in Learning


    Analytics Readiness Levels
    Kimberly Arnold, University of Wisconsin-Madison
    Steven Lonn, University of Michigan
    Additional contributions by:
    Mathew Pistilli, Indiana University-Purdue University Indianapolis
    Meghan Oster, University of Michigan

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Poll
    How is your institution pursuing learning analytics?

    Were not currently pursuing learning analytics


    Were doing some exploration, but were still planning

    Were engaged in early pilots


    Were trying to scale learning analytics

    Were providing production level learning analytics

    What is LARI?

    Sheila MacNeill
    https://farm6.staticflickr.com/5476/14177301945_0b1720bb70_s.jpg

    Framework for Development

    Parsimony
    https://www.flickr.com/photos/zaxl4/16950197

    Practicality
    https://www.flickr.com/photos/theenmoy/14775357265

    Proactive
    http://fc04.deviantart.net/fs70/i/2012/097/5/f/innovative_cube_by_
    killbash-d4vaq20.jpg

    Ability
    http://upload.wikimedia.org/wikipedia/commons/5/59/US_Navy_090718-N-4928B-058_Hospital_Corpsman_1st_Class_Edward_Hourican,_assigned_to_Naval_Mobile_Construction_Battalion_(NMCB)_40,_fastens_a_sheet_of_plywood.jpg

    Data
    http://upload.wikimedia.org/wikipedia/commons/f/f0/DARPA_Big_Data.jpg

    Governance /
    Infrastructure

    http://upload.wikimedia.org/wikipedia/commons/b/b4/CTA_loop_junction.jpg

    Culture / Process
    http://pixabay.com/static/uploads/photo/2014/11/04/08/07/mark-516277_640.jpg

    Overall Readiness
    https://www.flickr.com/photos/batega/2056949264/

    Who Participated?

    Beta Participants
    4 institutions
    84 respondents
    15 institutions
    337 respondents

    5 institutions
    129 respondents

    Assoc/Pub-R-L, Bac/A&S,
    & Bac/Diverse

    Masters Large &


    Research Universities
    (High Research Activity)
    Research Universities
    (Very High Research
    Activity)

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Results

    Poll
    Which domain of the LARI is rated highest across all

    institution types?
    Ability

    Data
    Governance/Infrastructure
    Culture/process
    Overall Readiness Perception

    Overall Averages by Domain

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Overall Averages by Domain and


    Institution Type (n=550)

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Role Analysis by Domain

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Role Analysis by Domain

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Role Analysis by Institution Type


    by Domain

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Role Analysis by Institution Type


    by Domain

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Role Analysis by Institution Type


    by Domain

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Takeaways

    Takeaways
    No beta institution is at an optimal level of readiness
    for enterprise learning analytics
    Data highest perceived domain overall
    Culture / Process and Overall Readiness
    Perceptions lowest perceived domains overall

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Takeaways
    Perceptions strongly related to institutional type
    Role type is fairly consistent regardless of institution
    type
    IT has a more favorable view of some domains
    than Deans / Faculty
    Institution type drives readiness perceptions more
    than role

    #ELI2015

    @kimberlyarnold

    @stevelonn

    Kimberly.Arnold@wisc.edu
    slonn@umich.edu
    https://sites.google.com/a/umich.edu/lari/

    #ELI2015

    @kimberlyarnold

    @stevelonn

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