eLearning Roadtrip

Big Data Comes to US Higher Education

WCET, the WICHE Cooperative for Educational Technologies, today announced the successful federation of datasets from the six institutions participating in the PAR (Predictive Analytics Reporting) Framework proof of concept project, just four months after the project’s early June launch. The goal of the PAR Framework is to identify variables that influence student retention and progression and to determine the impact of various demographic data on factors influencing loss and momentum. The data will be used to explore patterns that emerge when the datasets from considerably different institutions are analyzed as a single, unified sample. 

The dataset includes over 640,000 anonymized student records and over 3 million course level records, focusing on 33 common variables. The institutions represent public/private, two-year/four-year, and publicly-funded and proprietary institutions. 

“We have been using analytics as a tool for improving student retention and progression for several years,” said Dr. Phil Ice, vice president, research & development, American Public University System, and principal investigator of the PAR Framework Project. “Unifying records from multiple schools has the potential to expose generalizable patterns that can provide guidance to institutions across the board, regardless of their internal level of analytics expertise.” Ice continued, “In higher education, no predictive analytics project has been able to use a multi-institutional sample of this size. As a researcher, having a sample size of this number changes everything.” 

The WCET member institutions engaged in the PAR Framework project include American Public University System, Colorado Community College System, Rio Salado College, University of Hawaii System, University of Illinois Springfield, and the University of Phoenix. Each institution obtained IRB (Institutional Review Board) approval. All data was anonymized and encrypted to ensure that no data are personally identifiable. 

“We had been warned that we could never find six schools willing to collaborate on something as sensitive as an institutional student and course level data federation project,” noted Ellen Wagner, WCET Executive Director. “It’s exciting to see how forward-thinking WCET member institutions are bringing the power of “big data” to post-secondary education in the US. The magnitude of the data set unprecedented and the diversity of the participating institutions will provide us granular insight into similarities and differences across higher education institutions in the for profit, public and community college segments.” 

A summary of first findings are scheduled for presentations at the 23rd Annual WCET Conference in Denver, Colorado October 27th (https://wcetconference.wiche.edu/).

Thought You Might be Interested...

...in some of the thoughts I shared with my WCET crew today about learning analytics and lessons we can learn from Moneyball. It's an extension of my eLearning Roadtrip post on the same general topic.

I suppose this gives you an idea of what is top-of-mind for me these days. Well, that and wanting to raise the bar on online learning excellence. Simple pleasures.

If you are interested in taking a look at my WCET post, please click here. 

While there, please take a look around at what the fine folks at the WICHE Cooperative for Educational Technologies are doing these days. If you happen to care about accelerating the adoption of learning technologies innovation in practice you might find that WCET is engaged in work that matters to you.

As a matter of fact....WCET's Annual Meeting is being held in Denver October 26-29. We will be sharing some of the preliminary results from our Predictive Analytics Reporting Framework, along with lots of other information about learning analytics and other emerging topics of interest to online learning and learning technology professionals. Might be a great time to come see what the WCET buzz is all about.

WCET Receives Grant for Groundbreaking Higher Education Analytic Research

I am pleased to share the following good news.

WICHE, the Western Interstate Commission for Higher Education, announced today that WCET, the WICHE Cooperative for Educational Technologies, has been awarded a $1,000,000 grant from the Bill & Melinda Gates Foundation to fund an initiative to unify student data from six U.S. institutions and demonstrate the effective use of predictive analytic methods for improving student outcomes. The goal is to identify variables that influence student retention and progression, and guide decision-making that improves postsecondary student completion in the U.S.

This grant for the Predictive Analytics Reporting (PAR) Framework will aggregate data representing more than 400,000 student records from across six WCET member institutions: American Public University System, Colorado Community College System, Rio Salado College, University of Hawaii System, University of Illinois Springfield, and the University of Phoenix. Each participating institution has been exploring or implementing descriptive, inferential or predictive analytics projects on their own student data; the PAR Framework expands on this work through exploration of patterns that can be derived when the six institutional datasets are considered as a single, unified sample.

The principal investigator is Phil Ice, Ed.D., American Public University System (APUS). The project will incorporate many of the best practices and award-winning predictive analytical methods for which Phil has been recognized by the Sloan Consortium and for which project partner Dr. Vernon Smith, Rio Salado College, has won the prestigious WCET Outstanding Work (WOW) award. WCET has appointed Beth Davis, WCET, to serve as the project director.

The WICHE Cooperative for Educational Technologies (WCET) is a cooperative, membership-driven, non-profit provider of solutions and services that accelerate the adoption of effective practices and policies, advancing excellence in technology-enhanced teaching and learning in higher education. More information about WCET’s institutional membership resources, services and common interest groups can be found on here.

Lines are being drawn...over learning technology standards and specs?

Interesting article in today's Chronicle of Higher Education's Wired Campus about a growing shitstorm around learning technology standards.

Per Jeff Young, author of article in question: "The issue centers around a single line of the 53-page grant guidelines for the program, known officially as the Trade Adjustment Assistance Community College and Career Training Grants Program: “All online and technology-enabled courses developed under this [program] must be compliant with the latest version of SCORM (Sharable Content Object Reference Model).”

So what's the big whiff?

And then I read a little bit further and all became clear: Dr. Rob Abel, IMS Global CEO, is pitching an absolute hiss over this particular requirement. Why? Because his group supports a different standard.

There is a rich and storied pissing match history that has developed between Dr. Abel and the Advanced Distributed Learning Initiative of the US Department of Defense over the past several years, and I am very sorry to see that the stains are going to get all over this exciting new collaboration between the US Departments of ED and Labor. 

A bit of perspective -The federal government made a decision 11 years ago to develop SCORM as a specification to serve as a cost-saving criterion for RFP / vendor selection. ADL/DOD have been the keeper of SCORM on behalf of all the Feds. So it seems to me that the US Dept of Labor is well within their rights to adhere to their own government spec. Especially since the SCORM spec is built upon the standards coming from IMS Global, and other standards bodies, including AICC, IEEE-LTSC, and ARIADNE.

Hats off to Dr. Abel, he has done a great job persuading .edu that the IMS Global is the only standard that really matters. I mean that sincerely. IMS's Common Cartridge helps institutions get better value from LMS vendors and publishers. Even the most technically skilled educators don't want to worry about learning technology standards. The tap dances required to get things to interoperate in the old days of LMS ops were excruciating. Common Cartridge is a good thing, and he should be commended for his leadership on offering a solution to the big audacious higher ed  problem of content distribution and management.

But CCCT is a whole different initiative, one of several federal projects designed to force issues of openness precisely to have the different conversation. Because the IMS conversation only addresses part of the new opportunities. And the CCCT efforts are about tying education to training, jobs and development. Not the other way around.

(inserted note - SCORM dominates in corporate and government and  non-profit learning platform tech as an RFP "checklist" item. IMS dominates in higher ed. They are not mutually exclusive. They are different.)

It is pretty amazing to watch the lines getting drawn. Time to pull up a chair, grab some popcorn and get ready for some great pyrotechnics. 

There's a New Sheriff in (US Higher Education and Labor) Town

Dr. Darcy Hardy has been appointed to the Office of Assistant Secretary Jane Oats, Employment and Training Administration (ETA), United States Department of Labor. She will be supporting the recently announced Trade Adjustment Assistance Community College and Career Training (CCCT) Grant Program http://www.grants.gov ) that plans to award approximately $2 billion over the next four years.

She has taken a leave from her current position as Assistant Vice Provost for Technology Education Initiatives, University of Texas at San Antonio, Office of Information Technology, and has moved to Washington DC for her one year appointment.

I am very pleased (and relieved) that she will be able to continue on my WCET Executive Council during her time with the US Labor Department.

You many remember that, a few months back, Darcy and I had a bet over the World Series baseball championship. The loser of the bet was to present a webcast on a topic of the winner's choice. (There were a few other details of the bet, but we'll come back to those in a future post). Lucky me, I won the bet. I have asked Darcy to please plan for a WCET webcast in late February to tell us about the new CCCT Grant program she is heading up. 

Her first day on the new job is Monday January 24th. Let's give her a few weeks to get settled, then we'll get something scheduled. We'll be sure to announce the dates on the WCET website. And I'll post something here. 

January 24th is also Darcy's birthday. Isn't it great how the stars aligned for that to happen. Happy Birthday my friend!

Your online learning minions are here to serve. Sign us up.

 

 

What Dave Longanecker Said About Alaska

During the WCET Annual Meeting Thursday November 11, 2010 Luncheon presentation, during the session the Debate  between Dr. Dave Longanecker and Dr. Peter Smith on the topic of Rethinking the Academy in times of Great Change, a question about higher education cost was presented to the debaters from the audience.

Peter responded first, talking about the importance of choice, and that students benefit when there are a variety of options from subsidized to completely tuition driven. Then it was Dave's turn. And this is part of what Dave said:

"If you look at National Center for Higher Education Management data, there's the 250% difference in the cost per degree from one state to ...from the lowest cost state to the highest cost state. And it's not a quality...if you looked at the states you will see that quality is not the determining factor. The most expensive cost per degree state in the country is Alaska. I work with Alaska, I love Alaska, but I wouldn't put it as the most, as the best system in higher education in the country."

If you click here you will be redirected to the Sonic Foundry Mediasite archived recording of the Debate. Move the slider bar to the time-stamp at 45:45. (That's 45 minutes and 45 seconds into the session, less than two minutes before the entire session was adjourned). You can see and hear what Dave said for yourself.

Here is  the NCHEMS data that Dave was referencing when he made his comment about most expensive cost per degree state.

This slide was taken from a presentation that Dave had recently given to the CCCCIO conference in San Diego CA on October 28th. You can download the entire presentation here  Download Statistics from 101028 - CCCCIO Presentation on Quality Improvement Pretty interesting stuff about higher education that most of us typically don't see about cost, graduation, tuition and so on. 

His comments upset several of the WCET attendees from Alaska, who talked to me, talked to him, have written letters and fired off tweets. I know Dave has already apologized. It's not worth pissing people off. Especially when absolutely no harm was intended.

As this issue had been raised to public awareness through the #wcet10 tweet-stream I wanted to be sure people had access to the links to take a look for themselves, and to see some of the data that Dave was referencing.