Category Archives: Scholarship

Practitioner Report: Learning Analytics for Inclusive STEM Student Success

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Duan, Xiaojing, Ambrose, G. Alex, Wang, Chaoli, Abbott, Kevin, Woodard, Victoria, Young, Kelley (2020) Learning Analytics for Inclusive STEM Student Success. Learning Analytics & Knowledge Conference. Practitioner Report and Poster. Frankfurt, Germany

ABSTRACT: The challenge was to identify and help underserved and underprepared students in an introductory chemistry course to be retained and thrive in the college of science or engineering while supporting the general population. In this paper, we describe our methods for identifying these students, evaluating the impact of a special treatment program that was provided to a subset of those students, discuss our efforts to help the general population, and evaluate the short- and long-term impacts. In particular, we discuss a data-informed framework for analyzing student and outcome variables.

Keywords: STEM Retention; Learning Visualization Dashboard; Inclusive Pedagogy; Learning Analytics

Click here for a current version of the practitioner report

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

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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.

 

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

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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.

 

MOOC Digital Badge Research Published in Educause

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Ambrose, G. Alex, Anthony, Elizabeth, & Clark, G. Chris (2016) “Digital Badging in the MOOC Space” Educause Review. http://er.educause.edu/articles/2016/11/digital-badging-in-the-mooc-space

Key Takeaways
*Over the past year, the University of Notre Dame’s Kaneb Center for Teaching & Learning and the Office of Digital Learning designed five different Credly Open Badges across three edX MOOCs and issued them to 233 learners around the globe.
*Each MOOC for which the team piloted badges had different goals and requirements for awarding badges, and each pilot taught the team different lessons about the badges’ value to students.
*Analysis of the data gathered for each pilot helped the team settle on recommendations for future use of badges in MOOCs.

Conference Presentation on Role of Digital Badges in MOOC

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Citation:
Anthony, Elizabeth, Ambrose, G. Alex (2016) “Examining the Role of Digital Badges in a University’s Massive Open Online Course” Association of Authentic, Experiential, and Evidenced-based Learning (AAEEBL) Midwest Regional Conference. Notre Dame, Indiana.

Abstract:
This presentation examines the role of digital badges – an emerging alternative micro-credential – in a Massive Open Online Course (MOOC) called Math in Sports (Math) offered by the University of Notre Dame in 2016. Three badges were designed and awarded with an accompanying study.  The study addressed four research questions about the impact of digital badges on MOOC participants, the profile of digital badge pursuers, the perceptions of digital badges, and the ability digital badges have to ensure that MOOCs serve their purpose. We can draw five major conclusions from this research:
1)“MOOC participant” should only describe those who engage with MOOC content
2) MOOC passers are interested in credentials that distinguish them from other course participants
3) MOOC passers do not perceive the digital badge to be equivalent to the verified certificate
4) The majority of MOOC passers are previously-educated, adult males from the United States, but digital badges may be used to diversify the population of MOOC completers
5) MOOC participants need more information about digital badges to fully understand and appreciate their value.

With these conclusions in mind, we offer three design recommendations for badges in MOOCs: create digital badges that recognize, validate, and assess distinct and specialized knowledge or skills gained in the course; distribute more information about the value of digital badges and how to use them; and connect digital badges more directly with social networking sites, particularly LinkedIn.

About the Conference:
The Kaneb Center for Teaching & Learning, in partnership with the Open Badges in Higher Education, is hosting the Association of Authentic Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference on Wednesday, May 11 and Thursday, May 12, 2016. Click here for more details about the conference, program, and registration.

Incorporating ePortfolios into Advising Practice

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Abstract:


Advisors are increasingly adopting innovative advising techniques to enhance their work with students. Embracing a new era of blended advising practice, this presentation highlights the process of combining First Year of Studies’ (FYS) Advising ePortfolios with traditional advising methods. In addition to enhancing our ability as professional advisors to engage first-year students in the advising process, incorporating ePortfolios in advising provides us the opportunity to teach students how to integrate and be intentional about their college learning experiences. You will also hear about the benefits and challenges of using a Blended Advising Model and best practices for transforming advising with target populations (e.g. first generation, students of concern).


Citation:

Smith Ware, Michelle, Anggara, Trunojoyo, Ambrose, G. Alex  (2016) “Incorporating ePortfolios into Advising Practice” The Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference, South Bend, Indiana


About the Conference:

The Kaneb Center for Teaching & Learning, in partnership with the Open Badges in Higher Education, is hosting the Association of Authentic Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference on Wednesday May 11 and Thursday May 12, 2016. Click here for more details about the conference, program, and registration.

Integrative Student Assessment in the First Year Experience through Analytics, Digital Portfolios, and Badges

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Abstract:


In the academic year 2015-2016, the First Year of Studies in collaboration with the Division of Student Affairs launched the Moreau First Year Experience, a two-semester course sequence designed to assist first-year students in making a meaningful transition to collegiate life at Notre Dame. In our inaugural year of Moreau First Year Experience, we were able to collect, store, and analyze student data through Sakai and ePortfolio submissions in collaboration with the Kaneb Center for Teaching and Learning and Office of Information Technologies (OIT). The data are used to provide interventions for students with at-risk performances and show how students meet course goals of integrative learning and increasing sophistication in the use of technologies (audio, image, and video) through voluntary digital badges. In this presentation, we will show how the two spectra of interventions and celebration of exemplar work are being used to enhance the value of the Moreau First Year experience course.  The Moreau First Year Experience has significant campus-wide impact because it involves students and instructors from all university disciplines and will soon be the one academic experience common to all students at Notre Dame. As such, the Moreau First Year Experience is a uniquely powerful way to study and analyze successful student behavior.


Citation:


Dawson, Maureen, Ambrose G. Alex, Lanski, Alison, Anggara, Trunojoy, Dillon, John (2016) “Integrative Student Assessment in the Moreau First Year Experience through Analytics, Digital Portfolios, and Badges” Association of Authentic, Experiential, and Evidenced-based Learning (AAEEBL) Midwest Regional Conference. Notre Dame, Indiana.  

About the Conference:

The Kaneb Center for Teaching & Learning, in partnership with the Open Badges in Higher Education, is hosting the Association of Authentic Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference on Wednesday May 11 and Thursday May 12, 2016. Click here for more details about the conference, program, and registration.

Notre Dame Issues 151 Digital Badges in an edX MOOC

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In July of 2015, the University of Notre Dame’s Office of Digital Learning & Kaneb Center for Teaching & Learning successfully designed, developed, and delivered one of the earliest and largest digital badge initiatives in an edX MOOC

2016-06-17 11_21_10-I _Heart_ Stats_ Learning to Love Statistics _ edX

Click here to see the edX course “I ‘Heart'” Stats: Learning to Love Statistics”

2016-06-17 11_26_25-I Heart Stats Digital Badge • Credly

Click here to see the 151 Credly badges that were issued.

We also did a design-based research study on this project that you can read more about below.

ReAL Design Lab self published paper on db

Ambrose, G. Alex, Anthony, Elizabeth, DeJaegher, Duan, Xiaojing, Crystal, Dillon, John ( 2015) “Examining Digital Badge Impact on Learners’ Profiles, Performance & Perceptions in a Massive Open Online Course” University of Notre Dame, Research & Assessment for Learning Design Lab. 

Click on the hyperlink above to read our self-published paper. Unfortunately, this short paper was not accepted to this year’s Learning Analytics & Knowledge Conference but blind review journals and conferences won’t stop us from getting this work out (thanks to self-publish blogs and Academia.edu). So in the meantime, let’s use this self-published citation for attribution.

Abstract:
Massive Open Online Courses (MOOCs) provide universities with opportunities to advance educational research, improve access to education, and exhibit institutional merit. Universities worldwide have attempted to take advantage of these opportunities using various platforms (e.g., edX, Coursera) by issuing certificates of completion. The effects of digital badging as an alternative credential in MOOCs, however, have yet to be fully explored. This pilot case study examines the impact of digital badges on learners’ profiles, performance, and perceptions throughout the 8-week duration in a MOOC. A design-based research approach, learning analytics techniques, learner surveys, and observational/performance data were used to explore relationships between digital badging and MOOC passers. Preliminary findings suggest digital badging did not have an impact on MOOC course completion when compared to platform-issued certificates, but interest in a digital badge may be an indicator of commitment to the course. After better understanding the learner profile and perceptions of badge earners, design pitfalls and potential implications are shared.

 

Twitter 140 characters or less summary:
@NotreDame issues one of earliest & largest @Credly #DigitalBadge in @edX #MOOC