IFALC Poster Presentation on our Learning Space Report Card

Click here to download and zoom into the infographic poster presentation as a pdf

Click here to enter a virtual tour of a Notre Dame typical and prototype classroom.

Citation:

Ambrose, G. Alex, Burchett, Brian (Aug 2019) “Building Flexible Learning Spaces Utilizing Faculty & Student Driven Design.” International Forum on Active Learning Classrooms (IFALC), University of Minnesota.

Title:

Building Flexible Learning Spaces Utilizing Faculty & Student Driven Design

Abstract:

Many IT, facilities management, and registrar units work in silos in designing, building, allocating, managing, and renovating classrooms. Additionally, the problem of missing key stakeholders’ voices (students & faculty) in the learning space design process will be defined.

How do you get faculty and student voices into the learning space design process? Learn how faculty and student-driven data design can evolve a campus’ learning space design process. We will provide a history and evolution of the University of Notre Dame’s learning space research & design methodology, an approach which captures faculty and student voices to create data-driven design decisions. Some of the questions we will be able to answer with our framework and tools are: How do you get faculty and student voices into the learning space design process? What do four semesters of learning space evaluation surveys from over a thousand students and dozens of faculty from multiple disciplines tell us? What can we learn from designing and testing small, medium, and large Active Learning Classroom prototypes to guide future classroom design and budgets? Where do we get the most “bang for the buck” with regard to furniture, technology, or space? What are student/faculty learning space perceptions, recommendations, and impacts? Which data-driven design decisions were made to continually improve our process? What bottom-up partnerships, processes, and guidelines did we develop that were aligned to top-down strategic visions and goals?

Click here to enter a virtual tour of a Notre Dame typical and prototype classroom. You will notice the 9 key design features that shifted from the typical to the prototype classroom:
-Doubling the density occupancy data from 17.7 to 32.33 square foot per student.
-Replacing rolling single tablet armchairs with varied and flexible tables (1-5 person) and chairs.
-Switching and increasing from a single projector to 4 LCD screens.
-Switching and increasing from 1 chalkboard to 3 marker boards and 30 huddle boards.
-Reconfiguring the room from 1 fixed teaching zone to 4 flexible learning zones.
-Relocating the instructor station from tethered in the front of the room to the rear.
-Reorienting the room from a clear front of the room to no clear front of the room.
-Improving from no BYOD compatibility to floor plugs and power extension cord towers and video cables to connect to screens.

Related Posts:
Steelcase Active Learning Classroom Grant Report
Learning Space Design Experiment Ignite Talk

Steelcase Active Learning Classroom Grant Report

Ambrose, G. Alex (2019) “Building Flexible Learning Spaces Utilizing Faculty & Student Driven Design.” Steelcase Active Learning Center Grant Report

ABSTRACT
In the summer of 2017, the University of Notre Dame was awarded a $65K furniture grant from Steelcase Educations’s Active Learning Center. Notre Dame’s Office of Facilities Design and Operations contributed $50k in classroom renovation funding and the Office of Information Technologies $25K in technology funding to renovate Debartolo Hall 232 into a state-of-the-art prototype flexible classroom to maximize interactive learning. Over the next two years the team at Notre Dame developed and refined a five-step methodology to evaluate the design impact of our prototype learning space to answer five guiding research questions:

1) How do we assess and visualize the comparison of a prototype learning space to a typical classroom?

2) How were specific learning space design features perceived by faculty and students?

3) Which learning space design dimensions (furniture, technology, or environment) do faculty and students value the most?

4) What are the impacts of the learning space on faculty and students?

5) What were the major challenges and lessons learned from this learning space innovation grant?

The two biggest conclusions from our learning space report card and evaluation survey instrument were a) faculty and students in the prototype gave more than a letter grade higher (C–>B+) than their counterparts in the typical classroom b) seven out of the 9 (77%) of our design feature changes to the prototype classroom had a positive and improved effect on faculty and students.

Learning Space Design Experiment Ignite Talk

“From Learning-Centered Design & Research to Evaluating the Impact of Emerging Learning Spaces,” given on 6/19/19 at Steelcase NY, NY.

To watch the 7 min youtube video ignite recording see:

Click here to enter a virtual tour of a Notre Dame typical and prototype classroom. You will notice the 9 key design features that shifted from the typical to the prototype classroom:
-Doubling the density occupancy data from 17.7 to 32.33 square foot per student.
-Replacing rolling single tablet arm chairs with varied and flexible tables (1-5 person) and chairs.
-Switching and increasing from a single projector to 4 LCD screens.
-Switching and increasing from 1 chalkboard to 3 marker boards and 30 huddle boards.
-Reconfiguring the room from 1 fixed teaching zone to 4 flexible learning zones.
-Relocating the instructor station from tethered in the front of the room to the rear.
-Reorienting the room from a clear front of the room to no clear front of the room.
-Improving from no BYOD compatibility to floor plugs and power extension cord towers and video cables to connect to screens.

Exam Analytics in Chem-Presentation at the Midwest SoTL Conference

Ambrose, G. Alex, Duan, Xiaojing, Kanczuzewski, Kael, Young, Kelley M., & Gezelter, J. Daniel (2019) “Exams Evaluate Students: Who’s Evaluating Exams? Data-Informed Exam Design” 2019 Midwest Scholarship of Teaching and Learning Conference, Indiana University-South Bend.


 

Short Abstract: The goal of this presentation is to share our data-informed approach to re-engineer the exam design, delivery, grading, and item analysis process in order to construct better exams that maximize all students potential to flourish. Can we make the use of exam analytics so easy and time efficient that faculty clearly see the benefit?

 

Closing the Learning Analytics Loop with Advising & Interventions – Interactive Infographic Poster Prezi, Recorded Presentation & Full Paper:

Click here to download and zoom into the infographic poster presentation as a pdf

Click here to watch on Youtube the 19 min full recorded presentation
at the Learning Analytics Conference

Click here to access the interactive infographic visual tour via Prezi
(click on the “present” button below)

For the full research paper see:

Syed, M., Anggara, T., Duan, X., Lanski, A., Chawla, N. & Ambrose, G. A. (2018) Learning Analytics Modular Kit: A Closed Loop Success Story in Boosting Students Proceedings of the International Conference on Learning Analytics & Knowledge

Abstract

Identifying non-thriving students and intervening to boost them are two processes that recent literature suggests should be more tightly integrated. We perform this integration over six semesters in a First Year Experience (FYE) course with the aim of boosting student success, by using an integrated closed-loop learning analytics scheme that consists of multiple steps broken into three main phases, as follows: Architecting for Collection (steps: design, build, capture), Analyzing for Action (steps: identify, notify, boost), and Assessing for Improvement (steps: evaluate, report). We close the loop by allowing later steps to inform earlier ones in real-time during a semester and iteratively year to year, thereby improving the course from data-driven insights. This process depends on the purposeful design of an integrated learning environment that facilitates data collection, storage, and analysis. Methods for evaluating the effectiveness of our analytics-based student interventions show that our criterion for identifying non-thriving students was satisfactory and that non-thriving students demonstrated more substantial changes from mid-term to final course grades than already-thriving students. Lastly, we make a case for using early performance in the FYE as an indicator of overall performance and retention of first-year students.

Related:

Video Story & Award Presentation Slides: Kaneb, OIT, and FYS Team win 2018 Apereo Teaching And Learning Award (ATLAS)

Paper Published: Learning Analytics Modular Kit: A Closed Loop Success Story in Boosting Students

Our paper got accepted with a 32% acceptance rate this year!

Syed, M., Anggara, T., Duan, X., Lanski, A., Chawla, N. & Ambrose, G. A. (2018) Learning Analytics Modular Kit: A Closed Loop Success Story in Boosting Students Proceedings of the International Conference on Learning Analytics & Knowledge.

ABSTRACT
Identifying non-thriving students and intervening to boost them are two processes that recent literature suggests should be more tightly integrated. We perform this integration over six semesters in a First Year Experience (FYE) course with the aim of boosting student success, by using an integrated closed-loop learning analytics scheme that consists of multiple steps broken into three main phases, as follows: Architecting for Collection (steps: design, build, capture), Analyzing for Action (steps: identify, notify, boost), and Assessing for Improvement (steps: evaluate, report). We close the loop by allowing later steps to inform earlier ones in real-time during a semester and iteratively year to year, thereby improving the course from data-driven insights. This process depends on the purposeful design of an integrated learning environment that facilitates data collection, storage, and analysis. Methods for evaluating the effectiveness of our analytics-based student interventions show that our criterion for identifying non-thriving students was satisfactory and that non-thriving students demonstrated more substantial changes from mid-term to final course grades than already-thriving students. Lastly, we make a case for using early performance in the FYE as an indicator of overall performance and retention of first-year students.

CCVis: Visual Analytics of Student Online Learning Behaviors Using Course Clickstream Data

Abstract: As more and more college classrooms utilize online platforms to facilitate teaching and learning activities, analyzing student online behaviors becomes increasingly important for instructors to effectively monitor and manage student progress and performance. In this paper, we present CCVis, a visual analytics tool for analyzing the course clickstream data and exploring student online learning behaviors. Targeting a large college introductory course with over two thousand student enrollments, our goal is to investigate student behavior patterns and discover the possible relationships between student clickstream behaviors and their course performance. We employ higher-order network and structural identity classification to enable visual analytics of behavior patterns from the massive clickstream data. CCVis includes four coordinated views (the behavior pattern, behavior breakdown, clickstream comparative, and grade distribution views) for user interaction and exploration. We demonstrate the effectiveness of CCVis through case studies along with an ad-hoc expert evaluation.  Finally, we discuss the limitation and extension of this work.

Celeste, M., Gronda E., Yang, Y., Tao, J., Wang, C., Duan, X., Ambrose, G., Abbott, K., Miller, P. (2018) CCVis: Visual Analytics of Student Online Learning Behaviors Using Course Clickstream Data. IS&T International Symposium on Electronic Imaging Conference. [Click here for the paper]

Note this paper was awarded the Kostas Pantazos Memorial Award for Outstanding Paper in Visualization and Data Analysis

Poster & Educause Blog Post: NGDLE Learning Analytics: Gaining a 360-Degree View of Learning

The Educause Blog Post:
Miller, Patrick, Duan, Xiajing (2018) “NGDLE Learning Analytics: Gaining a 360-Degree View of Learning” Educause Review.

Takeway:
One key part of the Next Generation Digital Learning Environment involves the need for a central repository for learning analytics.

Click here to zoom in and download the poster.

 

Kaneb, OIT, and FYS Team win 2018 Apereo Teaching And Learning Award (ATLAS)

3 min trailer about the project

A cross-campus team composed of faculty and staff from Kaneb, OIT, and FYS were awarded the 2018 Apereo Teaching And Learning Award (ATLAS). This international award recognizes innovation and excellence in the use of Apereo tools (Sakai), which enhance teaching, academic collaboration, student engagement, and learning. The major goals of the award include:
-Promote excellent pedagogy and innovation in teaching and learning;
-Create a community of educators who want to share teaching and learning practices;
-Encourage greater faculty involvement in the Apereo community.

The Apereo Foundation (http://www.apereo.org/) is a non-profit organization, with members drawn from higher education on four continents. It’s core mission is to provide a framework to assist and facilitate educational organizations to work together to foster, develop, and sustain open source technologies and innovation to support learning, teaching, and research. Apereo also provides a common organizational umbrella for higher education open source software projects and communities. Many of Notre Dame’s peer organizations are part of Apereo. Those include Duke, Yale, Stanford, Brown, Princeton, and others.

Each year, the Foundation selects nominations for the ATLAS award (Apereo Teaching and Learning Award) from the open source community that demonstrate innovative teaching and learning using an open source learning tool. Those awards include recognition at the annual Apereo international conference and funding for those team members to attend the conference and present on the winning nomination.

Our proposal was on the Moreau First Year Experience which is a required, two-semester sequence that helps first-year students make a meaningful transition to collegiate life at Notre Dame by integrating their academic, co-curricular, and residential experiences. Apereo tools form the digital framework of our courses. Our open-source learning management system, Sakai, contains all resource materials for both students and instructors as well as weekly reading/viewings and short reflections; a real-time gradebook; and a seamless interface with midterm and final ePortfolios assignments. Apereo tools ensure an innovative and transparent learning environment for our students, instructors and course administrators. We also worked with Digication, our ePortfolio provider, to create an LTI that would connect Digication to Sakai.  That work was funded by Digication and we assisted with testing. The LTI was released by Digication for use by the Apereo community.

For more information:
-Click here for the announcement and to learn more about the award.
-Click here for our award submission
-Click here to read the story on the Academic Technology @ Notre Dame Blog

The interdisciplinary cross-campus team included:

  • Kevin Abbott, Office of Information Technologies
  • Alex Ambrose, Kaneb Center for Teaching & Learning
  • Alison Lanski, Kaneb Center for Teaching & Learning
  • Laura Cira, Office of Information Technologies
  • Laura Gekeler, Office of Information Technologies
  • Kevin Barry, Kaneb Center for Teaching & Learning
  • Maureen Dawson, First Year of Studies
  • Xiaojing Duan, Office of Information Technologies
  • Patrick Miller, Office of Information Technologies
  • Trunojoyo Anggara, First Year of Studies
  • Chris Clark, Kaneb Center for Teaching & Learning
  • Paul Turner, Office of Information Technologies
  • Munira Syed, Interdisciplinary Center for Network Science & Applications
  • Nitesh Chawla, Interdisciplinary Center for Network Science & Applications

 

Abbot, Kevin, Dawson, Maureen, Ambrose, G. Alex (2018) “How to Use Sakai and the Open Learning Record Warehouse with Learning Analytics to Empower First-Year Students to Thrive”  Apereo Teaching & Learning Awards (ATLAS), Open Apereo Conference, Montreal, Canada.

For more information:
-To hear the full presentation you can watch the recorded webinar on YouTube here
-To view the slide deck from our presentation see the embedded google slides below

Award Presentation Abstract

At Notre Dame, our goal is for all our freshmen students to thrive. According to U.S. News & World Report, Notre Dame ranks in the top 10 of national universities for freshman retention with a 98% retention rate. You might be wondering why we would be concerned with our students thriving since 98% of our freshman class succeeds. Our challenge is to engage those struggling 2% early enough to take action.

Our First Year Experience course was designed to help our students reach their highest potential. We maximized Sakai for the overarching structure of the course and Open Learning Record Warehouse for gathering data. These ensured that all resources were available to students, at no cost, throughout the semester; that student work would be evaluated promptly and fairly; that course design and student progress were transparent; and that data was gathered for learning analytics and research.

This session will walk you through how we designed and implemented the course, connected the data to the Learning Record Warehouse, how we used predictive analytics to move 83% of students identified as underperforming to thriving, and what is the best and earliest predictor of student success.

 

Poster & Paper: The ABC of MOOCs: Affect and its inter-play with behavior and cognition

Shazia Afzal, Bikram Sengupta, Munira Syed, Nitesh Chawla, G. Alex Ambrose, and Malolan Chetlur. “The ABC of MOOCs: Affect and its inter-play with behavior and cognition.” In 2017 Seventh International Conference on Affective Computing and Intelligent Interaction (ACII), pp. 279-284. IEEE, 2017.

Click here to zoom in and download the poster.

Abstract—We report on a study of affective states of learners in a Massive Open Online Course (MOOC) and the inter-play of Affect, Behavior and Cognition at various stages of the course. Affect is measured through a series of self-reports from learners at strategic time posts during the period of study. Behavior is characterized in terms of a learners’ engagement, interactivity, impatience and reflectivity, which constitute a set of novel high-level features derived from the clickstream of learner interactions. Cognition is evaluated from the performance of learners on assessments that are part of the course.We discover that learners in the MOOC experience multiple
as well as mixed emotions as they go through the course, which we handle using the psychological dimensions of arousal and valence. This results in a set of emotional quadrants, whose co-occurrence analysis reveals a strong association with
cognition and specific behavioral characteristics demonstrated by the learner. These results advance our understanding of the experience of MOOC learners to a more holistic level across the key dimensions of affect, behavior and cognition. They
also have important implications for the design of the next generation MOOCs that can potentially leverage affect and behavior-aware interventions to drive greater personalization and eventually, improved learning outcomes.