1. Learning Together: Challenges and Rewards of A Consortium-Wide Learning Analytics Project

2. As defined for the first Learning Analytics and Knowledge Conference in 2011, the study of learning analytics is the “measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” Make the data work for us, but we never had time or resources to really analyze it.

3. Can we do it better together?
Our Questions
How are the features of our LMS systems and related instructional technologies actually being used?
Which practices have the biggest impact on student learning?
How can we best support faculty and students in adopting and sustaining these practices?
Can we do it better together?

5. The Project’s Long and Much-Simplified Timeline
2006: Grant To COF From Fidelity/Davis Foundation
: Grant Partially Spent
: Four Colleges Adopt Three Different LMS Systems
2014: COF Task Force Convened to Identify Potential New Uses for Remaining Grant Funds
2015: Task Force Recommendation Issued
Recommendation Presented to CAO’s
Approved by CAO’s
Development of RFP
2016: RFP  Mindbridge Partners
Data Collection Begins
April 2017: Emmanuel Data Analysis Report Completed
In 2006, COF was awarded grants of $1.4 million from Fidelity Foundation for Non-Profit Management and the Davis Educational Foundation for licensure and implementation of a shared course management license. At the time the colleges implemented WebCT as their LMS.  A portion of the grant was for faculty training.  Some of those funds were used for a part-time training support position through 2012.  We currently have approximately $ 417K left in funds.

8. Academic Technology Group – thanks in part to Debbie Pepper, COF’s Senior Director
Operations and Collaborative Services. So we found new reasons to stay together and learn from each other, collaborate on purchasing when we could, etc.

9. The Project’s Long and Much-Simplified Timeline
2006: Grant To COF From Fidelity/Davis Foundation
: Grant Partially Spent
: Four Colleges Adopt Three Different LMS Systems
2014: COF Task Force Convened to Identify Potential New Uses for Remaining Grant Funds
2015: Task Force Recommendation Issued
Recommendation Presented to CAO’s
Approved by CAO’s
Development of RFP
2016: RFP  Mindbridge Partners
Data Collection Begins
April 2017: Emmanuel Data Analysis Report Completed
Imearnwhile, the $$ sat unused…n 2006, COF was awarded grants of $1.4 million from Fidelity Foundation for Non-Profit Management and the Davis Educational Foundation for licensure and implementation of a shared course management license. At the time the colleges implemented WebCT as their LMS.  A portion of the grant was for faculty training.  Some of those funds were used for a part-time training support position through 2012.  We currently have approximately $ 417K left in funds.
In 2006, COF was awarded grants of $1.4 million from Fidelity Foundation for Non-Profit Management and the Davis Educational Foundation for licensure and implementation of a shared course management license. At the time the colleges implemented WebCT as their LMS.  A portion of the grant was for faculty training.  Some of those funds were used for a part-time training support position through 2012.  We currently have approximately $ 417K left in funds.

10. 10-15K students (+- MCPHS)

11. Qualitative and quantitative data is gathered and analyzed beginning June 2016 through March 2017, including:
• Extensive on-campus interviews and focus groups with faculty and students
• Review of Emmanuel documents, survey data, and reports
• ECLearn (Canvas) Data
• SIS (Ellucian Colleague) Data

13. Preliminary Findings
• Analysis indicates that ECLearn/Canvas usage contributes to good grades, hence student success, in high-usage courses.
• Across departments examined, strongest predictors are Assignments, Submissions, and Discussions.
• Content alone (i.e., Announcements and Files) does not appear to have a significant effect on student success.
• Too many files and announcements can be negatively correlated with average course grades
• Clear and meaningful content structure coupled with more activity features seems to better motivate and engage students, leading to higher grades.
, indicating the possibility that oversharing may deter student engagement.

14. My Key Takeaways So Far…
Know The Ropes
Get Everyone On Board
Institutional Culture Can Torpedo Your Project
Steady As She Goes
Find A Good Captain and Several Good Mates!
Know the ropes: IRB’s, who will care, who’s got the data, who will share…
Know the literature too.
- These Often Begin with an “R” as in
Recruitment, Retention or Reaccreditation
Preferably one that can herd cats
Align With Senior Administrators’ Concerns