October 28th, 2019 All Centers & Unizin One-Day Summit schedule and results
Overview
This chapter includes the schedule and results of the October 28th, 2019 Indiana University All Centers & Unizin Summit. The slides for the day are also available from this text’s back matter here.
The event included six breakout stations that attendees rotated through every half hour:
- Learning analytics dice
- Engage
- Pressbooks
- Learning environment
- Top Hat
- Learning analytics in the classroom
The activities used at these stations can be found in the following chapters.
Schedule
| Start | End | Subject |
| 10:00 | 10:05 | Welcome & housekeeping |
| 10:05 | 10:15 | Teaching for Student Success demo |
| 10:15 | 10:45 | Unizin overview |
| Announcement: you must join the day’s Canvas site using the +Join this Course button on the homepage before you’ll be able to access its content. | ||
| 11:00 | 11:30 | Breakout 1 |
| 11:30 | 11:35 | Break |
| 11:35 | 12:05 | Breakout 2 |
| 12:05 | 12:10 | Break |
| 12:10 | 1:00 | Lunch & learn: Unizin at other institutions |
| 1:00 | 1:30 | Breakout 3 |
| 1:30 | 1:35 | Break |
| 1:35 | 2:05 | Breakout 4 |
| 2:05 | 2:10 | Break |
| 2:10 | 2:45 | Breakout 5 |
| 2:45 | 2:50 | Break |
| 2:50 | 3:20 | Breakout 6 |
| 3:20 | 3:35 | Unizin at IU + Next steps: getting involved |
| 3:35 | 4:00 | Discussion: key takeaways, insights, surprises; how will you get involved; how are we going to keep the conversation going |
Measuring our effectiveness
All of the responses to the Top Hat polls can also be found in the spreadsheet here.
At the beginning of the day we used Top Hat to ask “What one word would you use to describe Unizin?”, and at the end of the day we asked the question again. Here you can see the results (beginning of the day on the left, end of the day on the right):
We also asked “What does Unizin do?” — here are the results for that question:
Learning analytics dice station brainstorming results
Attendees brainstormed research questions at the learning analytics dice station. These are the ideas that were recorded:
Service(s) |
What can we discover using information from these services? |
| Canvas, Top Hat | Does lateness to class affect student grades, esp when TopHat questions are presented at the beginning of class? |
| Top Hat | Are students late due to class location and/or time of day. |
| SIS, Observable traits | Is there a correlation between frequency of attendance at office hours and student academic level? |
| Engage | Are students reading? Look at revisiting content (do students annotate on subsequent visits to the page? Difference in time between 1st and last annotation on a page?) |
| Canvas, Engage, observable traits | Is there a correlation between course grade and length of annotations, time spent in course, office hours attendance, length of discussion post, etc.? |
| Canvas | 1. Do students who attend office hours frequently submit longer discussion posts. 2.Do they submit their assignments earlier? 3. Do they earn higher grades? |
| Canvas | Importance of first impressions – where do students click first? How often do they return to those first clicks? Are those the intended first clicks? What time lapses between first question about first assignment/course policies after accessing course for first time? |
| Canvas, Engage | Do times of page views, times of discussion creations correlate to performance on grades? |
| Canvas, SIS, Voicethread, Discussions, Zoom, eText, Conversations in Canvas | GPA, voicethread and discussions including due dates, course site accessed, level of undergrad, reached out and how often and when, age, work, and family context, where accessing Canvas from |
| Canvas, Engage, SIS | Correlations between student performance and engagement with Engage services. |
| SIS | past courses offered at same time as current course |
| Canvas, SIS | Whether nontraditional students taking a heavy course load are falling behind as they attempt to complete all their tasks on the weekend. |
| Canvas, Top Hat, Engage, SIS | We can discover level of engagement using this data. |
| Canvas, Top Hat, Engage | How does the number of times that a student participates in course activities affect his/her final course grade? |
| Engage | Are the amount of text highlighted, number of annotations, etc. correlate with reading comprehension? |
| Canvas, Top Hat, Engage, SIS | Student’s level of engagement. |
| Comparing your case study against the other students in the class first before making assumptions that it is a student experience/issue | |
| Canvas, Top Hat, Engage, SIS | Identify potential accessibility issue from disagreement between discussion submission vs. inaccessible top hat submssion. |
| Canvas, Engage, SIS, If a student is an athlete | Level of student engagement in a course. What is the impact of outside activities (athlete, band, etc) on engagement? |
| Canvas | We can use discussion behavior to inform student workgroup creating and leadership |
| Canvas, Engage | Compare engage page views vs quizzes to check for comprehension. |
Top Hat station brainstorming results
Attendees brainstormed Top Hat questions/activities for future workshops at the Top Hat station. These are the ideas that were recorded:
What questions or activities can you imagine using Top Hat for in a future workshop? |
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Which candybar are you? Icebreaker
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Using it in my class to have people identify bad sections of code. I’d use the click on target to have my students identify the wrong bits of code.
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The higher education interaction standard is a federal mandate? T/F;
Which interactions support the Federal Interaction standard? Multiple choice(s); Type one word that is an interactive learning activity. Fill in the blank; Type one word an activity that supports satisfying the Federal Interaction standard. Fill in the blank; T/F; Interaction does not support learner performance. |
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To make the FYS student-facing presentations more interactive.
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Feedback on outreach activities/approaches and content
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To gauge interest and/or familiarity with a topic.
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Choose your own adventure approach (upvoting potential options) to a workshop
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talk to people who do compliance workshops for IU staff to incorporate this as engagement activities
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Learning environment activity results
The Learning environment station included an activity asking “Which of the services below are part of the Unizin learning environment?”. Out of 17 attempts, the average score was 6.7 out of 8 possible points.
