WHAT IS ANALYTICS IN PEDAGOGY AND CURRICULUM?
Analytics in Pedagogy and Curriculum is a process to help institutions apply analytics outcomes to shape curriculum design, teaching approaches, and student support. Through the use of tools and dashboards that help visualize data, Analytics in Pedagogy and Curriculum helps faculty use analytics to rethink teaching and student learning within their courses.
By working with us, your benefits include:
- Identifying opportunities for potential institutional improvements to create an optimal teaching and learning environment through the administration of the adapted Learning Analytics Readiness Instrument (LARI; Arnold, Lonn, & Pistilli, 2014).
- Access to the Gardner Institute’s Gateway Course Success Analytics Inventory and historic data; this tool puts data into the hands of faculty and staff working to transform gateway courses.
- Use of Gardner Institute predictive analytics models and dashboards that display outcomes that forecast the probability of success in a gateway course.
- Ongoing support for building and scaling analytics capacity to use analytics in teaching through a face-to-face launch meeting and virtual community of practice.
- Access to a web-based platform, ongoing process webinars, and resources and expertise on promising analytics and evidence-based teaching practices.
WHAT ISSUES DOES IT ADDRESS?
High cost analytics solutions that are inaccessible to many institutions.
Analytics in Pedagogy and Curriculum uses models and dashboards that institutions can customize to collect learning analytics with the goal of optimizing the conditions for learning.
Analytics tools that generate data that are not usable at the course level.
This process provides faculty with the guidance and support they need to use their institution- and course-specific data to make improvements to their individual courses.
Lack of a common definition and understanding of analytics.
Analytics in this process combines large data sets in an effort to create actionable intelligence — information that can be used to directly and positively affect outcomes associated with students and institutions.
Inability to use analytics in curriculum design and development of student support.
Because this process focuses on learning analytics, these data are intended to be collected and applied to curriculum design or redesign and in the development of student support services.
No tool to determine institutional readiness.
The adapted Learning Analytics Readiness Instrument (LARI; Arnold, Lonn, & Pistilli, 2014) provides Analytics in Pedagogy and Curriculum participants with the information they need to determine institutional readiness to engage in this process.
Absence of ongoing support.
A hallmark of the Gardner Institute processes is the support from staff and other leaders in the student success movement, and in the APC process, institutions have access to these individuals, to each other through a community of practice, and to a variety of resources available through the Analytics in Pedagogy and Curriculum process.
HOW DOES IT WORK?
The Analytics in Pedagogy and Curriculum process includes the following:
Administration of the Learning Analytics Readiness Instrument
Through the use of an adapted version of the Learning Analytics Readiness Instrument (LARI; Arnold, Lonn, & Pistilli, 2014), the JNGI’s Analytics in Pedagogy and Curriculum helps institutions identify areas that could be addressed in order to create the most optimal environment possible for the application of an analytics process in gateway courses.
Examination of Historic Data Analytics (Longitudinal Trend Reporting)
Analytics in Pedagogy and Curriculum participants will have access to the Gardner Institute’s Gateway Course Success Analytics Inventory — a tool that puts data into the hands of faculty and staff working to transform gateway courses. The historic data shine a bright light on why changes in teaching and learning are necessary and for whom they are most necessary.
Application of Predictive Analytics Models & Dashboards
As part of the process, institutions may apply predictive analytics models and dashboards that display outcomes and forecast the probability of success in a gateway courses. Unlike for-profit proprietary approaches that do not reveal their models’ formulas, participants may see the models and work with them outside of the live system.
Intervention and Implementation Process Planning Support
During this part of the Analytics in Pedagogy and Curriculum process, institutions will learn how to implement analytics tools and practices that can result in a great many changes for a campus, most notably a positive change in teaching practice, increased use of interventions to drive students to resources related to their academic and personal needs, and a growth in student success, retention, and graduation rates.