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Analytics in Decision-Making: Learners, Learning, Life & Analytics What Matters for Learning Analytics? Janet Corral, PhD University of Colorado School of Medicine

MedU Plenary Session on Analytics

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Page 1: MedU Plenary Session on Analytics

Analytics in

Decision-Making:

Learners, Learning,

Life & Analytics

What Matters for Learning Analytics?

Janet Corral, PhD

University of Colorado School of Medicine

Page 2: MedU Plenary Session on Analytics

Analytics is a Hot Topic

2011Journal of Learning Analytics

2012Georgia State Univlaunches student data system

20131st international learning analytics conference

2014Two analytics presentations at AAMC LSL

20151st AAMC GIR DATA Symposium

2016EDUCAUSE Horizon report: Learning analytics 1 yr or less to adoption

20171st Ed Tech Working Group presentation on data standards

2010Purdue University Signals

Higher Education Med Schools

Page 3: MedU Plenary Session on Analytics

Defining analytics

Learning Analytics

Education Data

Mining

Academic Analytics

Corral, J. (2017) based on Siemens & Baker (2012)

Page 4: MedU Plenary Session on Analytics

Defining analytics

Learning Analytics

Education Data

Mining

Academic Analytics

Corral, J. (2017) based on Siemens & Baker (2012)

Reasoning forward

Investigating from the

data

Business intelligence

Page 5: MedU Plenary Session on Analytics

Need multiple data sources

To support quality learning outcomes, educational analytics…

Page 6: MedU Plenary Session on Analytics

Need multiple data sources Will impact the whole system of stakeholders

To support quality learning outcomes, educational analytics…

Page 7: MedU Plenary Session on Analytics

Analytics in

Decision-Making:

Learners, Learning,

Life & Analytics

What does this mean for Aquifer?

Page 8: MedU Plenary Session on Analytics

Continuum of Options

Feedback Prediction Coaching

Page 9: MedU Plenary Session on Analytics

FEEDBACK

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With gratitude to NYU Educational Data Warehouse: [email protected]

Page 12: MedU Plenary Session on Analytics

Vanderbilt VSTAR

https://vstar.mc.vanderbilt.edu/

Page 13: MedU Plenary Session on Analytics

Vanderbilt VSTAR

https://vstar.mc.vanderbilt.edu/

Page 14: MedU Plenary Session on Analytics

Feedback

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Feedback

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Action is outside the digital system

Page 17: MedU Plenary Session on Analytics

Analytics is more than

buildingdashboards

Page 18: MedU Plenary Session on Analytics

Learning analytics

impact our

systemsof Education

Page 19: MedU Plenary Session on Analytics

Analytics in

Decision-Making:

Learners, Learning,

Life & Analytics

How would you enhance the feedback

on one Aquifer VP?

What data metrics are important?

Page 20: MedU Plenary Session on Analytics

Prediction

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Who will complete?

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Prediction of learning requires work

Pusic, V. et al (2015). Learning curves in health professions education.

Page 23: MedU Plenary Session on Analytics

Does feedback work?

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Student Learning Pathways

Corral, J. (2012). Learning with Virtual Patients.

!

!

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Nudging & Coaching

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Nudging

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NudgingIt’s been 7 days since you logged in.

Students who complete VPs 3x/week are 17% more successful in the clerkship.

Page 28: MedU Plenary Session on Analytics

Coaching

Credit: University of Michigan

Page 29: MedU Plenary Session on Analytics

Student Learning Pathways

Corral, J. (2012). Learning with Virtual Patients.

Students who had difficulty here, found it helpful to:

1. Read _____2. Do cases 1 & 5

Page 30: MedU Plenary Session on Analytics

Analytics in

Decision-Making:

Learners, Learning,

Life & Analytics

What analytics would you add to a

series of VPs?

What does that type of analytics look like across the VPs?

What data metrics are important?

Feedback Prediction Coaching

Page 31: MedU Plenary Session on Analytics

Other Considerations

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UC Denver 81 dentistry students184 medical students180 pharmacy students

Denver Public Schools81,438 students

Facebook1.71 billion monthly active users

University of Phoenix400,000 students per

year

Twitter14 Pedabytes of Data

Netflix40 Pedabytes of Data

EDU Data ≠ not BIG Data

Page 34: MedU Plenary Session on Analytics
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Impact is on the System

10.37%

100 Student Advisors or Coaches

increase in B or A awarded

“The students who get a red light almost all

contact me immediately to ask how

to raise their grades.”

-Tim Delworth, Mathematics

Page 36: MedU Plenary Session on Analytics

Impact is on the System

NEW faculty role ‘coach’

NEW curriculum

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Learning is social

Network Awareness Tool of Social Learn Network (Teplov, 2012)

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Learning analytics can detect when emotions impact achievement

Delight, Surprise

(Rare)

Frustration

(less associated with poorer

learning)

Confusion, Engaged Concentration

(Watch out for boredom!)

Baker, D’Mello, Rodrigo, & Graesser (2004, 2010)

Page 39: MedU Plenary Session on Analytics

Learning analytics can detect when emotions impact achievement

Delight, Surprise

(Rare)

Frustration

(less associated with poorer

learning)

Confusion, Engaged Concentration

(Watch out for boredom!)

Baker, D’Mello, Rodrigo, & Graesser (2004, 2010)

Page 40: MedU Plenary Session on Analytics

Need multiple data sources

To support quality learning outcomes, educational analytics…

Page 41: MedU Plenary Session on Analytics

Need multiple data sources Will impact the whole system of stakeholders

To support quality learning outcomes, educational analytics…

Page 42: MedU Plenary Session on Analytics

Aquiferis positioned for success

Page 43: MedU Plenary Session on Analytics

Discussion for the Aquifer Community

What type(s) of analytics are most

effective for Aquifer to engage?

Page 44: MedU Plenary Session on Analytics

Janet Corral

[email protected]

Thank you