Page 29 - Campus Technology, November/December 2017

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to collect data on a cross-institutional basis. Karcher said his team would like to partner with another large university to look at engineering students across institutions and see if they get the same or different results.
In addition, said Holloway, the project could help the engineering department understand student help-seeking behaviors — tracking when they go to office hours, a tutorial center or help session. It could also help instructors design curriculum to match patterns of success, as well as a method to provide formative feedback.
“This use of Pattern could also allow an instructor to say on the first day of class,
“If we are only feeding data back to administrators and instructors, then we are missing out on an opportunity to have students be agents of their own success.” — Beth Holloway, Purdue University
‘students who are successful in this class do x, y and z’ — and it is not just anecdotal,” she said. “There is data to back it up.”
But she stressed that another novel aspect of this project is that learning analytics are usually designed for administrators and faculty members to use. The goal here was to feed data right back to students. “I think sometimes we don’t always think through the fact that the learning environment has two groups in it — instructors and students. They both need to be committed. If we are only feeding data back to administrators and instructors, then we are missing out on an opportunity to have students be agents of their own success.”
David Raths is a freelance writer based in Philadelphia. CAMPUS TECHNOLOGY | November/December 2017
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