Shipwrecked on Data Island?

eLCC 2012Shipwrecked On Data Island?

eLCC 2012

Castaways

• John Schmahl, Director of Student Services• Liz Dzabic, Quality Assurance Coordinator• Karen Kaemmerling, Social Science Associate

Dean

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Stormy Seas

• Potential controversies• Get off Data Island to benefit students and

instructors

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Examples of Data Gathering

• Student enrollment• Drop rates• Student surveys• Quality Assurance Reports• D2L Data Analytics

Bring Data Together

QC Squared: Quality Control Cycle

POS 105 Design

Navigation Problems

• Students “lost”• Not finding “Content Link”• Not visiting all Syllabus pages• Not visiting Homework page for unit

assignments• Mobile device use

Solutions in New Design

• Guide students through course

• Streamlined Syllabus-one page

• Streamlined Unit pages-one page

• Quick links in Schedule to content and tools

Analytics – Syllabus hitsSyllabus Element Multi-page design Single-page design

Course Info 5.1 hits/person 6.4 hits/person

Instructor Info 4.8 hits/person 6.4 hits/person

Course Materials 6.7 hits/person 6.4 hits/person

Activities and Design 6.5 hits/person 6.4 hits/person

Course Policies 5.8 hits/person 3.4 hits/person

Schedule 10.3 hits/person 9.1 hits/person

• The single page design did not show an increased level of access compared to the component pages. • Surprisingly, the course policies page was more likely to be accessed in the multi-page design, despite being “buried” in other links.

Analytics – Unit page hitsUnit Assignments Multi-page design Single-page design

Introductory unit 2.95 hits/item/person23.6 hits/person

4.9 hits/person

Unit 1 4.0 hits/item/person32.2 hits/person

8.0 hits/person

Unit 2 4.5 hits/item/person36 hits/person

5.58 hits/person

• The single page design showed an increased # of hits per item across both sections than the multi-page design. • But the multi-page design showed more total hits, as expected.

Timing of content access

• Classes approximately the same size.

• Daily hits to the content tool nearly unaffected by design.

Content Hits Per Day for 10 Week Courses

Old format

New format

Content Hits Per Day for 15 Week Courses

Old format

New format

Drop Rates and RetentionNew format Drop% Old Format Drop%

Spring 1Spring 2Summer

24%28%26%

Spring 1Spring 2Summer

32%31%19%

Avg. 26% Avg. 28%

New format Pass% Old Format Pass%

Spring 1Spring 2Summer

63%36%50%

Spring 1Spring 2Summer

41%27%59%

Avg. 47% Avg. 41%Pass rate is a percentage of enrollment at census

Inconclusive

• Students adjust • Students are the

unknown• It’s not the answer that

matters; it’s asking thequestions and the process of collaboration!

QA and Social Science PilotClosing the Loop between QA Data

and Instructor Performance

Closing the Loop

Prescribing a Plan

• Team meeting• Communication • Clarify

expectations• Outline follow-up

plan• Provide additional

resources as needed

Coaching Tools

Course Observations

Rich student-instructor interaction!

Data Subcommittee

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Leaving Data Island

Are you talking to Wilson?

Questions

• John Schmahl -John.Schmahl@cccs.edu• Karen Kaemmerling -

karen.kaemmerling@cccs.edu• Liz Dzabic - Elizabeth.Dzabic@cccs.edu

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