Analytics and Metaphors: Grounding Our Understanding in a Conceptual Framework (166284292)
Transcript of Analytics and Metaphors: Grounding Our Understanding in a Conceptual Framework (166284292)
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Metaphors for analytics: What
they tell us and what they don’tChuck Dziuban
Patsy Moskal
University of Central Florida
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We are always looking for classification schemes
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A metaphor
maps cognitive
structures from
one domain
onto another
Something I
don’t understand
in terms of
something I do
understand
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Why metaphors?Because I’m not clear about what you are saying
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“If we are right in suggesting that
our conceptual system is largely
metaphorical, then the way wethink, what we experience, and
what we do every day is very much
a matter of metaphor.”
-George Lakoff & Mark Johnson
Lakoff,G.,&Johnson,M.(2008).Metaphorsweliveby .UniversityofChicagoPress.5
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“Our metaphors create a
conceptual framework to help us
understand our emergingtechnological world.”
- Katrina A. Meyer
Meyer,K.(2005).Commonmetaphorsandtheirimpacton
distanceeducaIon:Whattheytellusandwhattheyhide.TheTeachersCollegeRecord,107 (8),1601-1625.6
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Some of our favorite metaphors
Timeisamovingobject
deasarefood
MindisacontainerGoodisup,badisdown
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Some of our favorite metaphors
Life’sataletoldbyanidiot
Timeisamovingobject
Mindisacontainer
deasarefood
Goodisup,badsdown
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Metaphors for technology
Viruses The “web”
Files
The“net”
“Surfing”
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The Chuck and Patsy metaphors for analytics
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An academic radar
§ Alerts students in trouble or on the cusp
§ Signals
§ http://www.itap.purdue.edu/learning/tools/signals/
§ RioPace§ http://www.riosalado.edu/
§ Starfish
§ http://www.starfishsolutions.com/
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What kind of error can you tolerate?
OK Problem
OK x
Problem x
Predic3on
S t
u d e n t S t a t u s
TheTaylorRussellProblem
revisited
Taylor,H.C.,&Russell,J.T.(1939).The
relaIonshipofvaliditycoefficientstothe
pracIcaleffecIvenessoftestsin
selecIon:discussionandtables. Journal
ofAppliedPsychology ,23(5),565.
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An ATM: Check your academic balance
§ Students take control of the process
§ John Fritz, University of Maryland,
Baltimore County
§ http://www.umbc.edu/oit/newmedia/
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A work out room: Build your academicmuscles
§ Sequential progress through prerequisite skills
§ Carnegie-Mellon –OLI
§ http://oli.web.cmu.edu/openlearning/
§ Capella University§ http://www.capella.edu/
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Novice
Advanced
beginner
Competent
proficientexpert
Berliner,D.C.(1988).TheDevelopmentofExperGseinPedagogy .AACTE
PublicaIons,OneDupontCircle,Suite610,Washington,DC
20036-2412.
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A GPS
§ Plan the trip
§ Sinclair Community College –
Student Success Plan
§ http://www.sinclair.edu/support/success/
§ South Orange County
Community College SHERPA
§ https://www.socccd.edu/
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Tango,R.A.,&Dziuban,C.
D.(1984).TheUseof
PersonalityComponentsin
thenterpretaIonofCareerndecision. Journalof
CollegeStudentPersonnel ,
25(6),509-12.
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A landscape
§ Cognitive, affective, and behavioral feedback
§ MAP-Works
§ http://www.webebi.com/retention
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§ Perspective
§ Meta perspective
§ Meta meta perspective
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Join the gang
§ Align with a like group of students who succeeded
§ Austin Peay –Degree
Compass§ http://www.apsu.edu/information-
technology/degree-compass-
what
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A trawl net
§ Gives us all your data andwe will devise a plan
§ Civitas Learning
§ http://civitaslearning.com § Predictive Analytics
Reporting Project
§ http://wcet.wiche.edu/advance/par-framework
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Big data, big noise
Support
vector
machines
Naïve
bayesian
models
“TheeraofBigDataonlyseemstobeworseningtheproblems
offalseposiIvefindingsintheresearchliterature.” -NateSilver
Silver,N.(2012).Thesignalandthenoise:Whyso
manypredicGonsfailbutsomedon’t .PenguinPress.24
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A community
§ Let’s rock the place
§ SoLAR
§ Inter-disciplinary network of international researchers
§ Open learning analytics
§ http://www.solaresearch.org
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Life in Boundary Objectville
Star,S.L.,&Griesemer,J.R.(1989).nsItuIonalecology,“translaIons”andboundary
objects:AmateursandprofessionalsinBerkeley’sMuseumofVertebrateZoology,
1907-39.SocialStudiesofScience,19,387-420.
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A liquid network
§ Looking at interaction patterns
§ SNAPP – Social Networks
Adapting Pedagogical Practice
§ http://www.snappvis.org/
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Go out in the garden
§ Legacy analytics
§ Dziuban, C., Moskal, P., Cavanagh, T., & Watts,
A. (2012). Analytics that Inform the University:
Using Data You Already Have. Journal of Asynchronous Learning Networks, 16 (3), 21-38.
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An analytics metaphor tree
RadarATM
Workout
room
GPS
Landscape
Gang
Trawlnet
Community
BoundaryObjectville
Liquid
network
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Can we eliminate the need for analytics?
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Tangelo Park
TangeloPark
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Tangelo Park – A new kind of philanthropy
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Program components at no cost inperpetuity
Early
Childhood
Education Parent
Leadership
ScholarshipsVocational
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Tangelo Park Program impact
§ Crime§ 53% reduction
§ High school graduation rate
§ Approaching 100%§ Completion rates if entered
§ Community college: 32%
§ Vocational school: 83%
§ College/university: 77%
§ Graduate school: 83%
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Return on Investment to Society
§ Total 20 year investment: $10,000,000§ Half for early childhood program
§ Half for scholarships
§ Lance Lochner,
§ University of Western Ontario
§ Return on investment: $7 for every $1 spent
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Tangelo Park Program resources
§ Tangelo Park Program website§ http://www.tangeloparkprogram.com/
§ Tangelo Park Program Facebook page
§ https://www.facebook.com/RosenFoundationScholarship
§ Today Show coverage
§ http://www.today.com/video/today/51568243
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Thank you! Your attendance was a gift,
metaphorically speaking
Dr.ChuckDziuban
Dr.PatsyMoskal
hp://rite.ucf.edu
hp://www.if.ucf.edu/
For more information contact:
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