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ThisevaluationbriefprovidesasummaryofthefirstimplementationoftwoMassivelyOpenOnlineCoursesforEducators(MOOC-Eds)developedwithsupportfromtheHewlettFoundation.FractionFoundationsandDisciplinaryLiteracyforDeeperLearningaredesignedtohelpeducatorsbetterunderstandmathandliteracycoreacademiccontentrespectively.Bymodelingandsupportinginstructionalpracticessuchasinquiry-basedlearningandreflectionwithpeers,theyarealsodesignedtopromotecollaboration,criticalthinking,andproblemsolvingintheclassroom.
Sectionsinthisbriefaredirectlyalignedtotheevaluationquestionsoutlinedinthegrantproposal.Theyaddresstheimpactoneducators’understandingofcontentandpedagogy,aswellastheireffectivenessinsupportingchangesinclassroominstruction.InitialfindingssuggestthatMOOC-Edshaveindeedbeeneffectiveinsupportingtheprofessionalgrowthofarelativelysmall(inMOOCterms)anddemographicallydiversegroupofeducators.Specifically,thevastmajorityofeducatorsreportthat,asaresultoftheirparticipation,theyhavedeepenedtheirunderstandingoffractionsandliteracyinstruction,andhaveappliednewknowledgeandskillstomakepositivechangestotheirprofessionalpractice.ToimprovefutureMOOC-Eds,participantsrecommendedimprovementstothediscussionforums,moremodelsofpractice,andgreaterdifferentiation.
Majorfindingsreportedinthisbriefaredrawnfromregistrationdata,surveys,siteanalytics,interviews,andapre-postmathassessment.Thesedatasourcesaredescribedattheconclusionofthisreportandlinksareprovidedtoonlinereportsforreadersinterestedinamoredetailedbreakdownofthedata.
2
TheFridayInstituteforEducationalInnovation
CollegeofEducation
NorthCarolinaStateUniversity
PreparedfortheHewlettFoundationby:
ShaunKellogg,PhDSherryBooth,PhDIsaacThompson,MSTamarAvineri,MA
HewlettFoundationInterimReportFebruary2015
Contentspage SummaryParticipationParticipantDemographics,Motivations,andEngagement
3EducatorImpactProfessionalGoals,Knowledge&Skills,ApplicationtoPractice
4DesignEffectivenessPractice-Based,PeerSupported,Self-DirectedLearning
DataSources&AnalysesRegistration,Analytics,MKT,Surveys,&Interviews
6
RecommendationsForumDesign,PeerEngagement,ModelsofPractice,andDifferentiation
5
HewlettFoundationInterimReportFebruary2015
2
ParticipationMOOC-EdsappealedtobothU.S.andinternationaleducators.InFallof2014,FractionFoundationsandDeeperLearninginDisciplinary
Literacyenrolled808and659educatorsrespectively.Internationally,participantsfromthetwocoursesrepresentedover40countries,withthebulkofparticipants(90%)residingintheUnitedStates.Nationally,educatorsrepresented47ofthe50UnitedStatesregisteredforthecoursewithNorthCarolina,California,andGeorgiaasthetopthreestates.Amongthoseregistered,74%fromDisciplinaryLiteracyand80%fromFractionFoundationsactuallyparticipatedinthecoursebyaccessingoneormoreunitsafterthecoursesopened.Educatorsrepresentedvariousroles,andindicatedawiderangeofgoals.Participantswereaskedduringregistrationtoindicatetheirprimaryroleineducation.Themajorityofparticipantswereworkingprofessionals,andconsistedofeducatorsinthefollowingroles:ClassroomTeachers(50%),CurriculumSpecialists(15%),ProfessionalDevelopmentFacilitators(11%)andSpecialEducators(6%).Participantswerealsoaskedtoselectuptothreeprofessionalgoalstheyhopedtoachieveasaresultsoftheirparticipationinthecourse.Themostfrequentlyselectedwere:acquiringnewknowledge/skills(28%),collectingnewresources/tools(21%),andengaginginfunandinspiringactivities(15%).Asaccessbyusersdeclinedovertime,engagementwithcourseincreased.Duringthefirstweekoftheeachcourse,roughlyhalfofregisteredparticipantsaccessedUnit1.FollowingapatterntypicalofMOOCsingeneral,thenumberofparticipantsaccessingthecoursedeclinedovertime.Asthecourseprogressed,however,therewasagradualincreaseinengagementasmeasuredbytheaveragenumberofactionspereducator(e.g.videoviews,discussionposts,resourceaccess).Moreover,educatorsaccessedthecourseforseveralweeksbeyondthefinalweek.Bycourseend,7%ofFractionparticipantsand8%ofLiteracyparticipantssuccessfullycompletedallcourserequirmentsandrequestedacertificatetoobtainCEUs.Uponregistration,only3%hadindicatedthisasaprimarygoal.
IllustrativeQuotesProfessionalRoles“Iamexcitedtogetstartedasthisismy
firstMOOC-Edcourse!Iteach5thgrade
atablendedonlineschool.I'malways
lookingfornewinstructionalstrategies
toteachmath.”
-FractionFoundations
”Hi,mynameisGitafromIndonesia.IwasauniversitylecturerinIndonesia…
Mygoalistodigfurtherintowhat
disciplinaryliteracyapplicationislikein
arealsetting”
-DisciplinaryLiteracy
“IamanAssistantSuperintendentinan
elementaryK-8district.Iworkwith
administratorsandteacherstosupport
teachingandlearningforallstudents.”
-FractionFoundations
PersonalMotivation“Ihavebeenteachingbiology.Honestly,
Idon'tincludeenoughreadingor
writingintomyclasses.However,I
definitelyrecognizetheliteracyskills
thatmostofmystudentsarelacking,I
amheretolearnnewwaystoexpand
myteachingtoincludemoreliteracy.”
-DisciplinaryLiteracy
“Iwasveryinterestedinthiscourseas
ourstudentsstrugglewithfractionsat
alllevels.AsamathcoachIfeltthis
wouldaddmoretoolsinmybeltto
assistouruppergradeteachersinre-
teachingfractionswithmore
conceptualunderstandingratherthan
anothersetofprocedurestomemorize.”
-FractionFoundations
“MyteamandIhavebeenworkingwith
theCommonCoreandwe’relookingfor
materialsthatwillbestmeetthose
standards...Icouldseeveryclearlyhow
DisciplinaryLiteracyandtheCCSSELA
worktogetherwell.Ourteamis
definitelylookingforwaystobringboth
oftheseintoourteaching…Sincethe
CommonCoreissonewtous,we're
strugglingabit.”
-DisciplinaryLiteracy
0%
20%
40%
60%
Fractions Litearcy
353
78
29790
0
100
200
300
400
EducatorsAccessingtheMOOCperWeek
%RegistrantsbyRole
9
158
16
0
10
20
30
AverageEducatorActionsperWeek
February2015HewlettFoundationInterimReport
3
ImpactonEducators
Educatorsreportedcourseswereeffectiveinsupportingtheirlearninggoals.OnUnitFeedbackForms,90%(693)ofeducatorresponsesagreedthatcourseunitshelpedthemprogresstowardtheirpersonallearninggoals,ofwhich76%“agreed”or“stronglyagreed,”and14%“somewhatagreed.”OnEnd-of-Coursesurveys,90%(97)ofeducatorsalsoagreedthat,asawhole,MOOC-Edswereeffectiveinsupportingtheirpersonaland/orprofessionallearninggoals,with84%reportingthemas“effective”or“veryeffective”and6%as“somewhateffective.”Educatorsreportedimprovedunderstandinganddevelopmentofnewskills.Educatorsfrequentlyreported,bothininterviewsandonopen-endedsurveyitems,thatthecontentandactivitieshelpedthem“grow”,“develop”,and“deepen”theirunderstanding,particularlyaroundstudents’commonmisconceptionsaboutfractionsandtheuseofinquiry-basedlearningtosupportliteracy.OnUnitFeedbackForms,90%ofeducatorsagreedthatcourseunitshelpeddeepentheirunderstandingofthecontent.Beyondself-reportmeasures,Fractionparticipantswereadminsteredapre-andpost-courseassessmentadaptedformtheMathematicalKnowledgeforTeaching(MKT)assessment.Preliminaryresultssuggestaslightimprovementinthepercentofcorrectresponses(+3.3%)acrossallitems,withthegreatestgains(+6.9%)onitemsrelatedtofair-sharingconcepts.Amoredetailedstatisticalanalysiswillbeprovidedinthesummativereport.Educatorsreportedapplyingcoursestrategies,projects,andcontentintheirprofessionalpractice.Whenaskedonend-of-coursesurveysiftheyhadattemptedtomakechangesintheirprofessionalpracticeasaresultofparticipation,97%ofeducatorsanswered“Yes.”Duringinterviewsandonopen-endeditems,educatorsoftencitedusinginstructionalstrategiesandcoursecontentfromtheMOOC-Ed,andincorporatinglessonsandprojectstheydeveloped.InLiteracy,educatorsnotedapplyingclosereadingstrategieswithstudentsandincreaseduseoftechnologytosupportinquiry.Participantsalsoreportedimplementingorplanningtoimplementtheinquiry-basedlessonstheydesigned.InFractionFoundations,participantsoftenreportedtheyarenowallowingstudentsmoretimetoexploreproblemswithoutrushingtothealgorithm,takingtimetoexplainthe“why”behindalgorithms,andusing“interviews”tobetterunderstandstudentthinkingandadjustinstruction.Manyindicatedusingfairsharingandnumberlineactivitiesfromthecoursewiththeirstudents,andemployinggreateruseofmanipulativesandfractionmodelsintroducedinthecourse.Finally,professionaldevelopmentleadersnotedusingideasandtoolsfromthecourse,andthattheexperiencehasmadethemmoreeffectiveinsupportingtheirteachers.
IllustrativeQuotes
KnowledgeandSkills“Ihavelearnedtobetterlistentohow
studentsthinkaboutfractionproblems,
andIammoreconfidentinbeingableto
helpstudentstounderstandfractions.”
-FractionFoundations
Ihavebecomemuchmoremindfulof
whatInternetresourcesIusewiththe
studentswithaviewtoincreasingclose
readingpractices”-DisciplinaryLiteracy
“Thiscoursehashelpedmehonemyconceptualskillsandhelpedmefocuson
whatisimportantforteacherstoknow
intheirupcomingprofessional
development.”
-FractionFoundations
LearningGoals“Ifoundthatusingthevideosandthe
coursereadingsweremosthelpfulwith
mypersonalandprofessionallearning
goals.Iwasabletotakealotofthis
informationbackanduseitinmy
classroom…Itwasveryhelpfulwithmy
growthasateacher.”
-DisciplinaryLiteracy
ImpactonPractice“Ihavechangedaboringoldhistorical
fictionunitintoaninquiry-basedunit
revolvingaroundheroes.”
-DisciplinaryLiteracy
“Ihavebeguntofacilitatelearningof
fractionsversusteachingthestudents
aboutfractions.Inowhavestudents
taketheirtimeandexploreconceptsin
differentwaysratherthanrushing
throughtoteachanalgorithm.
-FractionFoundations
“Iconductedatrainingon‘whatis
disciplinaryliteracy’andwealsodid
‘makeandtakes’forpre-reading
strategies,vocabularystrategiesand
during-readingstrategies.Iwilladdress
otherinformationlearnedfromthis
courseatfutureofferingsandthrough
coaching.”
-DisciplinaryLiteracy
94%
93%
86%
90%
helpedmeprogresstowardsmypersonal
learninggoals
deepenedmyunderstandingofthetopic(s)addressed
Fractions Literacy
%EducatorsWhoAgreedCourseUnits…
97%
3%Yes No
Haveyouattemptedtomakechangesinyourpractice?
%CorrectonMKTAssessmentItems
64% 67%67%
74%
Pre-Test Post-Test
AllItems Fair-Sharing
HewlettFoundationInterimReportFebruary2015
4
DesignEffectivenessOpportunitiesforpeercollaborationanddiscussionsupportedtheirlearning.MOOC-Edsaredesignedtofosteracollaborativecommunityoflearners.Discussionforumsaretheprimarytoolforsupportingthisgoalandwereusedtoencourageparticipantstoshareideas,askquestions,andprovideconstructivefeedback.Intheforums,44%(214)ofLiteracyparticipantsand47%(304)ofFractionparticipantscontributedacombined4,355postingsandcommentstotheforums,bothduringandbeyondtheendofthecourse.Onaverage,participantscontributed8.4postsorreplies,andreceivedresponsesfrom3differentpeers.Whenaskedifthediscussionspromotedconstructivepeerinteraction,84%indicatedpositiveagreement,including66%who“agreed”or“stronglyagreed”and18%who“somewhatagreed.”Discussionswithpeerswereoftencitedduringinterviewsandsurveysasoneofthemostvaluableaspectsofthecourse.Specifically,educatorsappreciatedthemultipleperspectivesshared,“hearingfromotherteachers”abouttheirexperienceandpractice,andnetworkingwithotherprofessionalsinsimilarroles.Educatorscitedvideos,resourcesandprojectsasvaluableforsupportingtheirprofessionalpractice.MOOC-edsaredesignedtosupportthedirectapplicationofcontenttopractice.WhenaskedonUnitFeedbackFormsiftheyagreedthecoursewasachievingthisend,91%indicatedpositiveagreement.OnEnd-of-CourseSurveys,participantswerealsoaskedhoweffectivethecoursewasinpreparingthemtomakechangestotheirprofessionalpractice;96%ofparticipantsrespondedpositively.Educatorsspecificallycitedthevalueofthevideos,thecoreresources,andcourseprojects,andhowthesecoursecomponents,aswellastheMOOC-Edexperienceasawhole,contributedtotheirprofessionalgrowth.EducatorsreportedMOOC-Edsarehelpingthemself-directtheirlearning.MOOC-Edsaredesignedtoalloweducatorstotailortheexperiencetotheirprofessionalneedsandinterests,aswellashelpparticipantsgaugeprogresstowardstheirpersonallearninggoals.Atcourseend,over90%ofsurveyparticipantsagreedthattheMOOC-Ed1)enabledthemtopersonalizetheirlearningthroughdifferentiatedresourcesandactivities,2)providedopportunitiestoinvestigateself-identifiedproblemsorareasofinterests,and3)providedactivitiesand/orresources(e.g.self-assessments,peerassessment,feedback)thathelpedthemgaugetheirlearning.
IllustrativeQuotes
SupportingPractice“Themostvaluableaspectofthecourse
formewastheexpertpanelsvideos.
BecauseofwhereweareinMontana,
wejustdon’thearpeople,leading,
cuttingedgepeople,orleadersin
mathematicseducation,sotobeableto
heartheexpertpanelwasreallygood.
-FractionFoundations
“Themostvaluableaspectofthecourse
wasdevelopingmyInquiry-Based
DisciplinaryLiteracylesson,whichI'll
beabletobringbacktomyPLCand
sharewithmycolleagues,whowill
hopefullytweakitandmakeitareally
greatandapplicableproject!”
-DisciplinaryLiteracy
PeerSupport“Themostvaluableaspectofthis
MOOC-Edwaslearningaboutthevalue
ofonlinecoursesandhoweffectivethey
aretoourprofessionallearning
communitiesaswellasbeingableto
makeauthenticconnectionswith
educatorsfromaroundtheworld.”
-DisciplinaryLiteracy
“Iappreciatedreadingthepostingsof
othereducators.Ialsofoundmyself
askingothereducatorshowtheywere
addressingtheneedsoftheirstudents.I
learnedIwasn'ttheonlyteacher
searchingforawaytomakethe
conceptsofcomparingfractionseasier
fortheResourceandELLstudentsto
understand.”
-FractionFoundations
“ThePLCquestionsfordiscussionwere
great-itreallysparkedsomenice
discussionwithinmycohort.”
-DisciplinaryLiteracy
Self-DirectedLearning“Ihaveaclearersenseofwhatthe
expectationsareformypersonal
learninggoalwhilecontinuingto
deepenmyunderstandingof
disciplinaryliteracy.”-DisciplinaryLiteracy
1 2 3 4 5 6 7
Assessments
Forums&Chats
PractitionerTools
CourseReadings
CourseProject
CourseVideos
1=VeryIneffective7=VeryEffective
Avg.RatingofDesignComponentEffectiveness
Fractions Literacy
28%
33%
39%
48%
28%
15%
Literacy
Fractions
VeryEffective Effective
SomewhatEffective NeutralorNegative
HoweffectivewastheMOOCinsupportingpositivechangestoyourpractice?
February2015HewlettFoundationInterimReport
5
ParticipantRecommendationsImprovetheusabilityofthediscussionforums.Whenaskedtoproviderecommendationsforimprovingtheunitorcourse,participantsfrequentlyexpressedfrustrationwiththedesignandlayoutofthediscussionforums.Participantsreportedfeeling“overwhelmed”bythesheervolumeofpostings,and“confused”innavigatingtheforums.Specifically,participantsnoteddifficultiesingettingbacktoparticularconversationsandlocatingrepliestoposts.Theyalsofrequentlynoteddifficultiesinlocatingothereducatorsinsimilarprofessionalrolesandadesiretodiscusswithothersinthesamediscipline.Participantsrecommendedprovidingadditionalsupportinthebeginningsuchasvideosortutorialstohelpbetternavigatethediscussionforums,aswellasbetterwaystofollowdiscussionsandconnectwithpeersinsimilarroles.Promotedeeperengagementbetweeneducators.Specifically,participantsrecommendedthatconsiderationbegiventogroupingpeopleindifferentwaysandfindingwaystoincreaseinteractionwithingroups.Indiscussinghowtomakethediscussionsandgroupsmoreinteractive,participantssuggestedalternategroupingmethodssuchasgroupsbasedoneducationalrolesorformingsmaller“workteams”forthoseinterestedandcommittedtofullyparticipating.Additionally,participantsindicatedthatitwouldbehelpfulifexpectationsforengagementinthediscussionforumsweremademoreexplicitandadditionalguidelinesand/orencouragementforengagementintheforumswereprovided.Forexample,oneparticipantsuggestedemphasizingtheimportanceofengaginginthediscussionsinatimelymannersoasnottodelayordisruptthemomentumoftheconversations.Anothersuggestedthatparticipantsmightneedmoreencouragementforcommentingonpostsratherthansimplyviewingthem,asmanypostsintheforumshadahighnumberofviews,butnocommentsinresponsetotheirpost.Includemoremodelsandconcreteexamplesofeffectivepractice.ParticipantscalledformorepracticalexamplesofhowprinciplesorconceptspresentedinMOOC-Edsmightbeappliedinclassroomsoreducationalsettings.Specifically,someparticipantsinFractionFoundationsfeltthattheywerenotprovided“practicaltips”orstrategiesforaddressingstudentmisconceptions.Participantsalsocalledformoreexamplesofcompletedcourseprojects,aswellasmorerealisticexamplesthantheonesprovided.OneparticipantnotedthattheInquiry-BasedDisciplinaryLiteracy(IDL)projectexamplesfelt“overdone”intermsoftechnologyintegrationand“didnotrepresenttheteachingcontextofmostpublicschooleducators.”Finally,participantssuggestedmorevideosofcurrentclassroomteachersdemonstratingthestrategiesorconceptsintroduced.Includeresourcesformorespecificcontexts,andhelpfilterexisitngones.Toalesserextent,participantsdesiredresourcesthatweremorespecifictotheirgradelevelandsubjectarea,ormoregearedtowardstheirprofessionalrole.InDiscplinaryLitearcy,forexample,oneteachernotedthatreadingsandvideosweresometimes“tootechnical,”whilecoachesandadministratorsrequestedprojectsmorespecifictotheirrole.InFractions,someparticipantsindicatedthatsomeoftheresourcesweretoobroadandwouldhavelikedsomemorespecifictheirgradelevel.However,severalparticipantsfelt“overwhelemed”withtheamountofresourcesalreadyavailableandsuggestedofferingfeweroptions,orbetterwaystofilterthem.
IllustrativeQuotes
PromotingEngagement“Manydiscussionshavenoresponses
despiteseveralviewingsandthatisnot
helpfultothepersonwhoauthoredthe
discussion…mostofthe[peer]feedback
onprojectswasverysuperficial.”
-FractionFoundations“Ithinkthatmaybewecanmakegroups
accordingtotheinterestsordiscipline…
asamiddleschoolspecialed.and
generaled.mathteacherIfoundit
difficulttofindotherstotalkwithwhom
teachsimilarstudents.”
-DisciplinaryLiteracy
ForumDesign“Somehow,thediscussionswere
overwhelmingforme.Iagreethatwe
needthoseforumsbutthereisaLOTof
informationwiththeamountofpeople
takingtheclass…”
-FractionFoundations
“Ilikedthediscussionboardsbeing
brokendownbystate,butfoundit
difficulttofindteachersteachingthe
samegrade/similarclasssettingsto
havediscussionswith.Itwouldbenice
tofocusinonmiddleschoolspecial
education.”
-FractionFoundations
ModelsofPractice“Ifeltlessconfidentinteachingfractions
aftertakingthiscoursethanwhenI
startedbecause…IdidnotfeelIwas
givenpracticaltipsofhowtoteachto
solvetheproblems.Iwouldlikemore
specificbreakdownofhowtoteacheach
concept.”
-FractionFoundations
Differentiation“Therearealotofresources...fora
coachitwasdifficulttodecidewhich
onestoread.Somaybeasetofresources
specificallyforcoaches…andresources
forhelpingadministratorscoach
teachersthroughthedevelopmentofIDL
intheirclassrooms.”
-DisciplinaryLiteracy
HewlettFoundationInterimReportFebruary2015
6
TechnicalBriefMOOC-EdRegistrationAllparticipantscompletearegistrationformforeachMOOC-Edcourse.Theregistrationformconsistsofself-reporteddemographicdata,includinginformationonprofessionalrolesandworksettings,yearofexperience,gender,levelofeducation,andpersonallearninggoals.
GoogleCourseBuilder&VanillaForumsAnalyticsCourseBuilderandVanillaforumanalyticsincludeusereventlogdatausedtotrackindetaileachparticipant’sengagementwiththeunits,unitlessons,lessonresources,anddiscussionviewsandposts.Acombinationofapplicationswereusedtoclean,merge,andformatthedataintousabletables.TheseapplicationsaccessthedatarepositorydirectlytoproducedownloadableExceltables.Tableau,Excel,andNodeXLwereusedtocalculatebasicdescriptivestatisticsandvisualizations.
UnitFeedbackFormsUnitFeedbackformswereembeddedattheendofeachunitinbothMOOC-Eds.Thesesshortformsconsistedoffiveclose-endeditemsalignedtotheevaluationquestionsandtwoopen-endeditemsrequestingparticipantsdescribethemostvaluableaspectoftheunitandrecommendationsforimprovingtheunit.Overall,709embeddedsurveyswererecordedby305uniqueusers.Analysisofsurveyresultsconsistedofitem-leveldescriptivestatisticsusingExcelsoftwareandthematicanalysisoftheopen-endedresponsesusingAtlas.tisoftware.
End-of-CourseSurveysAtthecompletionofeachMOOC-Ed,participantswereaskedtocompleteandendofcoursesurvey.Completionwasarequisiteforparticipantsrequestingacertificate.Thesurveyconsistedofroughly30closed-endeditemsand4open-endeditemsdesignedtosolicitparticipants’perceptionsoftheimpactandeffectivenessoftheMOOC-Eds.Theysurveywascompletedby48Literacyparticipantsand55Fractionparticipants.Analysisofsurveyresultsconsistedofitem-leveldescriptivestatisticsusingExcelsoftwareandthematicanalysisoftheopen-endedresponsesusingAtlas.tisoftware.
FractionsPre-PostAssessmentTheFractionFoundationspre-postassessmentwasadaptedfromtheMathematicalKnowledgeforTeaching(MKT)assessmentdevelopedattheUniversityofMichigan.Itemsincludedinthepre-postassessmentswereselectedfromMKTitemsthatalignedwiththethreemajortopicscoveredintheMOOC-Ed:Fractionsinfair-sharingcontexts;fractionasmeasure;andunderstandingoperationswithfractions.BasicdescriptiveswerecalculatedinSPSSandfurtherstatisticalanalysesareplannedforthesummativereport.
ParticipantInterviewsFollowingamid-courseemailsolicitation,arepresentativesampleof11participants(5and6participantsfromtheLiteracyandFractionMOOC-Edsrespectively)wereselectedbasedontheireducationalroleandextentofengagement.Asemi-structuredphoneinterview(30-60min)wasdesignedtogatherfeedbackregardingmotivations,perceivedvalue,recommendations,andapplicationtopractice.Audiorecordingsweretranscribedandopen-codedbyoneTeammemberusingAtlas.tisoftwarewhothenconsolidatedquotesbythemes.
DataLinks
Demographics&SiteAnalytics:go.ncsu.edu/hewlett_analytics
UnitFeedbackSurveys:go.ncsu.edu/hewlett_unit_all
go.ncsu.edu/hewlett_unit_fractionsgo.ncsu.edu/hewlett_unit_literacy
End-of-CourseSurveys:go.ncsu.edu/hewlett_eoc_all
go.ncsu.edu/hewlett_eoc_fractionsgo.ncsu.edu/hewlett_eoc_literacy