Rabu, 02 November 2016

athletic training exam review

[title]

christopher davis - use of canvas course analyticsto improve student success christopher davis: thank you, thank you. iam happy to see so many people that actually came to my session instead of in their hotelrooms, getting all decked out for the party. but, thank you. all right, now myself, little bit more aboutme, i have been at the alamo colleges, specifically at st. phillip’s college for six years goingto year seven. i have taught online, but at least for the last about four years, i prettymuch have been doing web enhancing of face-to-face courses predominantly, because as many ofyou that teach online… let us see, is there anybody teach online in the room by chance,may be? i personally feel that teaching online

takes a lot more of my time than it does forface-to-face, it is just that it seems be the way tit is. i do not want to offer a productfor our college and my students unless i can get it the way i want it, so. my web enhancingabilities are kind of leading to may be teaching more online. now, is this our advancer or…it is supposed to be, where do i need to keep my pc, put that there. the technology i loveit when it does not work. all right, now if you have been to any ofthe presentations from any of my colleagues at northwest vista, at palo alto college,at san antonio college, or st. philip’s college, you probably know a little bit aboutus, but if you have not been to one of our presentations, little background – we arelocated in san antonio, though i am not a

huge sports fan, those in the audience - go spurs go. cheryl, thank you. we are five separately accredited. well, four of collegesare currently accredited, one of them is undergoing accreditation, and two of our colleges areactually undergoing a reaffirmation and reaccreditation, so. we have approximately in the state, ibelieve it is from fall of 2013, about 63,000 students spread across to our five campuses.and the alamo colleges is moving towards systematization or streamlining all of our online content,so that way, students get a consistent experience across all five colleges no matter who theyare taking the course from or at least have said, you know, best practices in place sothe students will be up to snuff and they will be ready to go.

now, students and evaluating them, most ofthe time, when you are evaluating students at least when the texas higher education coordinating board,our board of trustees, our college administration, what do they look toward to say, “you didwell, your students did well?” well, most of the time, they are looking at our productivegrade rate, they are looking at our completion rate, they are looking at our retention rate.but when do we measure all of those things? after the course is done and you can say,“oh, well, we did well, good job. oh, well, you did horribly.” why did you do good?what was good about, what was bad about it and what can you improve? also, we often lookat our student learning outcomes, trying to see have our students achieved the necessarymaterial to actually say, "they got it, they

understand it, they can process it." we alsoof course have our own self evaluations of our instruction, our chairs evaluator instruction,and of course, our student submit hopefully if we badger them enough and hit them overthe head enough and say, "please fill out your class climate surveys for your faculty." but one important tool that i have been usingin the last several years is course analytics. now, the problem is again, if we are usinginformation only after the course is complete, it is not really helping our students to getahead and be successful in their course. so, unless you can predict the future or timetravel, you need something on the fly helping you as you go. now, most of the major lmsshave built-in analytics of varying degrees,

some will have certain functionalities, otherswill not. and i would say these were kind of the top guys, and of course, where is canvas?at the top. now, blackboard, moodle, desire2learn, all the others, and also there are third-partyvendors like aspiredu that will actually have analytic tools, which you can bring into yourlms if it does not have it or if you want to augment it. but whose analytics am i going to talk about?blackboard? no. we are going to talk about canvas analytics. now, analytics is structuredat least from my point of view, i do not know if there is for any admins in the room thathave experience with all of this. there is probably a lot more nitty-gritty queries oranything else that i should be talking about?

oh, tracy, i will talk to tracy later. butyour analytics are separated into different strata basically. i have the course leveland the student level analytics listed first and then the admin. i am going to talk specificallyabout the course level and also the student level analytics, and i am going to kind ofgloss over the admin analytics and tell you a little bit about it. i am doing somethingthat i always tell my students not to do. i am putting something in my powerpoint thati do not really know too much about. so, just before one, do not ask me about it, or i willdirect you to the right person if you really want to ask me about it. we are going to talkabout how they are structured, what you are going to see, and what information you canderive. and then, after we talk about all

of that, we are talking about some featuredirections and some of my own feature requests that i have submitted, and then, maybe wethen put up the question answer, maybe we can get a few of ours together and directthem to the people at the back of the room with instructure t-shirts on. now, since this particular feature of canvasinvolves live student data, i cannot actually go into the live environment and do a livedemo for you. so, what i have done is several screen captures and videos showing you kindof where you go one-stop shopping. now, has anyone ever used canvas course analytics?good, some people, yes, so you can help me out when i have problems, right? okay. now,to get your canvas analytics, on your dashboard

when you first login to the environment, theother selective course, see i kind of timeless to go along with it. and on the far righthand navigation, you have a view course analytics button, you click it. now, that was very quickand that was, of course, the live screen graph from my mac, but sometimes analytics willtake a few seconds or minute or two to load, depending on the size of your courses. now,my course is, i am lucky, i teach at a community college. my classes are kept in check in sizeby lab space. i can only have 24 students per section of my courses. does anybody teachcourses 150, 250, and 300 people? no? oh, i think your hand was not showing, i did notsee the nod. everybody else is pointing at her, but i did not see it.

now, the analytics dashboard, as you can see,is broken up into several groups and we are going to go through each specific one andi am going to tell you little about what i look for or what i look to you to see whatis it telling me, because you can throw data at somebody forever, but if they do not knowthey are looking for, how to interpret it, it is not that great, it is not that good.now, all of the analytics have something, which i think is fairly nice. if, common machine,now go back… if you hover over any part of the analytics for the most part, you willget more information spat out at you. one for this one you are gettinginformation like, when that particular analytic was actually recorded, and in the activitymonitor, which is the very top of the analytics,

you are looking at all the page views andall the participations of your students per given day of that course. now, this course was a 16-week course, somy bars are kind of really small and skinny. if we actually looked at either the test environmentor my current summer courses, since it is only a five-week course, the bars are muchwider. so, if you are going to have an extremely long course like if it is… i do not knowif any course that go longer than 16 weeks, but if you had you know course of 52 weeks,your assessment can be compressed down. you might get a really wide screen monitor and kindof space it out little bit. but the information which you get here, as i said, you are lookingat course page views. so, how many times are

the students looking at the content you provided,looking at the links you provided. and student participation, things like taking a quiz,submitting an assessment, what else... posting to a discussion board. so basically, anything that they do, knockon wood, because that is changed several times, but most anything they do where they actuallyhave to submit something, press enter, click okay, it is going to recorded. now, one thingthat a colleague of mine brought up and i agree, is that if you are looking at pageviews, because you want to see activity in your course or people actually actively participating.if one person looks at 120 pages, and each of those 120 pages ten times, what is goingto happen to your analytics? it can go shooting

off the charts, so again this is aggregateddata for your entire course. the entire section is in here. so, if you want to actually get more specificinformation, we are going to have to drill down and we will get to that. so, basicallyi have my tool photos at the bottom. can anybody actually see them in the back. basically,i have a computer lab with no one in it and a computer lab that is completely full andstanding room only like the session yesterday morning. you wantto have your students at their pcs, at their macs, on their ipads, you want them activelyparticipating in your course. not crickets chirping in an empty room with dust collectingon the keyboards.

the next section on analytics is course assignmentssummary. basically… now, does this look bad to you, do you see, everyone see red?when i first started using analytics, one thing i had to teach myself is red is notnecessarily bad. these bars are indicating students that have submitted assignments ontime, late, or missed them. green is indicating that they did it on time on or before, late,they submitted a course after the assignment due date but before cutoff, and red, the availabilitydate ended and they cannot get up the assignment anymore. so how we do in of on our top display?do my students just did say, "oh, i give up. this class is too hard, i do not want to dothis anymore?" well, you have to take into account the factthat you have online submissions, on paper

submissions, or when you make an assignment,does anyone ever put no submission? no submissions if you pass the due date and you have notmanually entered grades, that is what you see. i use the analytics not to just checkmy students, i also check myself. the red indicates to me that either students did notdo it, so i have to check and see what assignment it was, was it something they did themselvesand submitted, or have i been resting on my laurels and not actually entering grades likei should have been. now… and again, just like we showed with earlier parts, if youhover over any one of the bars, it is going to tell you what percentage of your studentswere late, what percentage were on time, what assignment it was, and when its due date was.

audience: [inaudible] [00:11:44] christopher davis: well, the question was,if i have enter grades after the due date, does it show it is missing? it is not supposedto, but i have several tickets in, because it sometimes does. yeah, i mean, just likeanything, it is a work in progress and, like if we have an enhancement, things might geta little bit kooky and we have to fix it. but my major problems that i have had, thetickets have already been resolved, so that is a good thing. were you stretching or youhave a question? sorry, okay. i saw hand i was, like what, what. the next section, again, we are still on thesame dashboard that i brought up originally.

this is actually your students' grades, thegrade distributions basically. again, you can hover over and it will give you basicallywhat assignment it was, the high score, the medium score, the low score, and what is thebottom one? oh, the possible points. so, what do i look for when i look at this particularplot of my students. well, what is passing? for me, technically, 60 is passing, becausethey can get credit for a course with a d that you can use as a pre req for anothercourse, but most students would say, "no, i need 70 or better." so, if i am seeing themedian going across… actually, i will use the thing that does not work, but it doeswork as a laser pointer… if i am seeing… we have 100, we have 80, 60, 40 and goingon down… if i am seeing my average hovering

in this region around 80, i am happy. if isee something like this one starting to dip down below 80, i might look at that assignment.was it that students did not submit it, because if you have zeros in your averages, that isgoing to bring it down, but…. and again, this is just showing you blanket data foryour course. you have to then go in and see what is going on. and finally, the last section of the dashboardis the student summary. now, you noticed that i have redacted some of my students' names,all of them, and what is that showing us? it is showing their individual page views,participations, their assignments turned in and their current course average. so the aggregatedata that was all up above, is summarized per

student below. and i tried to show…. again,if you hover over any of the page views, the participations, the assignments, it wouldtell you the actual numerical data behind the bar graphs. okay, now this is my testenvironment, so we do not have to worry too much about it. because you want to be ableto go from the global level of your course down to your specific students, this chrisdavis guy, he has got a d, there is a problem, he should drop. this is my test student. ireally know the answers to the questions i give my students. but to get down to a specificstudent, you scroll down to the student summary information and click a individual student.i am going to use one that actually has real information from a given semester.

this is one of my better students, so if youare kind of show one, show the best. now, her, it is, i can tell you without violating ferpa itis a young lady, her activity, how she is doing?. at least those of you in the front they canactually maybe see those numbers. is she participating regularly? fairly regularly, there are somegaps, but you know she does not disappear for three weeks and then suddenly show backup. now, unlike the graphs that we looked at in the course level analytics, this isher own specific information. her page views and her participations. again, you can hoverover and see how many she did on that particular day. well, let us compare few of students. whowould you think in this grouping had the highest

grade at the end of the term? audience: [inaudible] [00:15:51] christopher davis: i am hearing in the bottomone. actually, you are right. now, what is wrong with the person up at the top? audience: [inaudible] [00:16:03] christopher davis: yeah, notice the scales.the one at the top goes from 0 to 50 to 100, so they had less than 50 participations orpage views for pretty much the entire semester up until when? audience: [inaudible] [00:16:18]

christopher davis: now, that is not the finalexam day by the way. that is like the… that is their last test before drop date. so suddenlythey were doing real a lot more stuff, right, before they are like, oh, crap. the next one,again, the scales even different because we have 0, 20, and 40, so we do not need to peakat 50 at that last metric we actually marked. they have very sporadic participation. theseare the students that i would then go into the inbox or we call… what are we callingit now? is it still the inbox? whatever, i call the inbox still. you send the messageto them. you go into the gradebook and say students who are doing poorly at this particularassignment, send them a message to keep in constant communication to kind of nudge themsaying, if you are having problems, let me

know, we might be able to help, let us geton this. the second part of the student informationsection is the communication summary, we call communications now. and basically, it is showingboth my communications to the students as well their responses back to me. so the orangeis indicating, the orange speech bubble, is a student communication. the blue, that fromme. now, the person at the top, they have three messages to me, but how many did i sendto them. i sent out quite a few, didn't i? but this is also showing messages that i sentout as a blast email to everyone. so if i send that message saying, "hey, everybodydo not forget about the test next week," that is going to show up. does a student need torespond to me from that messages saying, "do

not forget about the test," i get them know.thanks, dr. davis. i am ready for the test, do not worry. at least i know they are there,but they do not need to respond to me about that. person in the middle, what is going on? thereis some active communication going between myself and my student. now, if i look at astudent summary and i see a lot of orange bubbles from them, but no blue bubbles fromme, that could indicate what? oops! i did not check my email, oops, sorry. but it couldalso mean that may be since i told you i am teaching face to face, enhance courses, imight see in the next day and say, "oh, that email you sent me, do not worry about it,you do not have to worry about that assignment,

it is due next week, you are fine." or theymight have called me on the phone or they might have send me a message outside in email.so, again, do not look at and go, "oh my god, there is something wrong." there might notbe anything wrong. and then what is going on with the student number 3? they do notlike me or they do not like sending messages one of the two, i am not sure. the next section of the student area is theassignment summary. it is showing me a graphical representation from beginning of the courseto the end of when my assignments are due. i use this primarily to say, "am i havingtoo many things like assigned and do at the same time?" now, i know some instructors,especially with online environment, they treat

their course and say, "alright, the courseis between this date to date, these 16 weeks." they open everything and let the studentsdo whatever they want as long as they get everything done before the end of the term.does anyone in this room do that? oh, i got a… this kind of "ehhh," but you have, there is some structure to your course though and they have certain thingsthat are due. okay, that is good. now, do i have too many things due at thesame time? well, i have three things due at one time, three more, three more, three more,three more, all due at same time. well, every time a student know that includes my actualin person tests. so test date is on there, and on that day, they have homework and areview due. so, they really have two things

due on the same day and those two things arethen used to help them study for the test, so i personally do not feel as too many things.but if you see everything at the end of the term on the straight line, i would kind oflook at that and say, "does that really work for my students? is it benefiting them to haveall that stuff waiting to the end and students never procrastinate, right? never, no. soyou might get the one saying, "could you reopen that, because i did not have time in the last12 hours of the course to do everything?" no. the next section is the grade summary. again,this is actually showing their scores and how their scores relate to the students inthat section. what happened with person number

1? what do you see across there? lots of greenand all in the a range, except where there is one or two. the person did get an a. soat the beginning of the term, when i am starting to see green dots all in the a range, i amthinking i am pretty good, right? the student does not necessarily need my direct attention,not necessary i have to send the message saying, "how is it going? are you doing okay? needsome help?" what about student number 2 and number 3? we are seeing some fluctuationsin student number 2. they got a green dot, doing well. they got a red dot. basically,they went from one assignment at the top of the curve to the bottom, and they had havea mixture. the student in the middle, i believe, got a c, and does that kind of make sensebased on what you see out there? green, red,

green, red, green, red, green, red. and finallythe student at the bottom, the student did not pass, but again, i will look at thesesummaries periodically to say, "how are my students doing?" because i need… if theyare not going to actively come to see me during office hours, because it never happens, ineed to make sure that some type of intervention is happening on my part to say, "what cani do? are you not getting it? can i help you?" yes, ma'am? audience: why is there a red dot near thetop, i mean, i cannot see all the [indiscernible] [00:22:17] but i am thinking that the topis [indiscernible] [00:22:19] the one, two, three, fourth line of [inaudible] [00:22:22].

christopher davis: yeah. audience: [inaudible] [00:22:25]. christopher davis: there is a.... audience: [inaudible] [00:22:32] christopher davis: yeah, there is not, thereis not a wide spread in the grade, so even though they may have gotten the high score,there is not a.… well, i have to go back because i need to look back at notes myself,ben, do you want to answer the question? she wants to know why is there a red dot,when it is really high up on the line? audience: i do not know, i will find out.

christopher davis: you will find out. buti think it, that is, the spread is not very large so like, eventhough there is one person has like an extremely low score, taking it down. audience: [inaudible] [00:23:05] christopher davis: deviation from, yeah. becausetheir grade is where the dot is, but the rest of the plot is showing their spread. i hate it when i don't know the answer to question right off the top of my head. okay. that…. howmuch more time do i have? male speaker: five minutes. christopher davis: five minutes. okay, thisshould be okay. analytics are not just housed

in the course analytics section of canvas.they are everywhere. you may not know it, but they are there. one of them, quiz, yourquiz statistics. this is the listing of my quizzes for this particular course. if wego into one of them, if i scroll down… scroll down, keep going. i think… yeah, exam review3, we will look at that. over on the far right hand navigation bar, you have a button thatsays quiz statistics. can you click it for me please? thank you. and you get more graphs.do not we love more graphs? now, this is an exam review. i am looking at the aggregateddata from all the students that participated in this particular review. and i am lookingat the green bars, of course, showing the correct answer, and the other bar surroundingit are showing the other answer choices and

the relative in number of students that actuallysubmitted that response. again, hover over, you get popups. so, 80 some odd percent of my students answercorrectly, 4 percent answered incorrectly there, 4 percent over there. did i check thelast one? no i did not. you can also export the data of your quiz submissions to lookat every single answer your student submitted for that quiz. this, of course, brings itall together and is showing you how they did. what do i look at in this to try to help mystudents is there a common misconception about one particular question or concept area, thinkingbases have a ph below 7. yeah, that is right. no that is not right. so, that can help me identify and maybe next

time in lecture, let us readdress that particularissue, let us go back over it a little bit. and then the last one is the interaction reports.anyone used the interaction reports before? basically go to, go to your people, whichwe are at now, and click on a given individual in your course. since this is my test environment,i am the only one in there. i click on myself. the far right navigation bar, the accessreport -- go over there, click on it, go on -- and you see, each interaction your studentdid, what do they participated, what do they submit and when did they submitted. it isagain aggregated to that particular page or particular assignment, so it is saying thelaboratory quiz number 5 was accessed 42 times. it will not tell me unfortunately when theyactually accessed it, when they submitted

it. i had have to actually go into the gradesection and see that. the information is there, but you have to go and find it. and, now, as far as admin accounts for courseanalytics. basically, this is from one of our sister colleges, san antonio college.it is showing the number of courses for given term, the number of instructors, students,assignments, basically general information about all the courses being offered for aparticular campus. we can also look at all of the alamo colleges, all five campuses.now, we are not going to go into details. if you have questions later, i can go in becausei do not think i have enough time. anyone confused or lost? i hope not.

audience: [inaudible] [00:27:07] christopher davis: i believe so, but again,i do not have access, so i am not that special. that is higher than my pay grade, i cannotget there, but we can probably find out. again, the question was, can you get departmentalinformation for program coordinators to get information, i believe so. yes, sir. audience: [inaudible] [00:27:35] christopher davis: all of mine are worth a100 points. audience: [inaudible] [00:27:47]

christopher davis: that i do not know. andthe question is, if you are doing point values rather than percentages, can you adjust theaccess?. you can actually tell it what access to put or you know the gradations of it andthat is a canvas question that may be ben or one of the others can may be answer afterward,but i don't know. and, let us see…. now, where do we go fromhere? of course, canvas is always changing. this is one of the roadmaps of various…i got this i think at instructurecon last year. analytics was in here. a number of thingshave been already added to the analytics portion of canvas. these are my feature requests orat least things that i want. student analytics, i want them to be able to see their own analytics.i want them to be able to look at and take

responsibility, for their instruction and theirlearning, let us say, "i am doing bad, i need to fix it," because may be graphically andvisually it might have more impact than me sending one email saying, "you know you aredoing poorly, let us get some right, be more perfect, correct than that, but…. consolidatedreporting and historical analytics be able to compare my given chem 1412 course thissemester with either last semester or all of the semesters that i have been teachingat, am i seeing trends that i can may be investigate and may be correct? are there any other questions?yes, ma'am. audience: [inaudible] [00:29:12] christopher davis: well, in the individualdashboard when you go into analytics, when

you get down to the student information, youcan click on the headers to change alphabetically, you can also do it by scores. so, yes, youcan actually, you can sort them by numbers of participation, so may be you want to seewhat group of students are kind of not participating and then you can may be again send the communicationasking them to participate, join their discussions, do their assignments. yes, ma'am. oh, i am sorry. and the question was, canyou sort the columns in the student analytics? yes. audience: [inaudible] [00:29:51]

christopher davis: the question is, can adean program director,a vpc at instructors interaction… and i am seeing a shaking headsaying… audience: it is different, it is not [inaudible][00:30:08] christopher davis: and the other thing isyou could always add your chair as an observer or as a ta in your course. i do not know ifyou really want to do that. audience: [inaudible] [00:30:26]. christopher davis: so can you administrate,yes, the admin can. audience: chris. christopher davis: yes ma'am.

audience: when you add them you dependingon what all you want them to see if they are really looking for conversation or communicationat ta, [indiscernible] [30:43] as a teacher or as a designer because we have done verywell [indiscernible] [30:51] the student and christopher davis: so my colleague, cherylspears, from spc basically said the access levels you need to look at what is right foryou depending on what information you want to be able to access or what your programdirector or dean wants to access, or apparently there might be reports that can be run also,they could always export the conversations if you wanted to. now, my contact information, if you have anyquestions, we are free afterward of course,

i have business cards, please take one, ihave a box of 500 of them, i do not really use them a lot. and i have to give an honorablemention to my colleague, heather cura, at san antonio college. she gavea similar presentation at the instructional technology council’s conference in orlandoin february. so, we collaborated on a lot of this and the analytics information on theadmin level she provided for me, so thank you to her. but then again, those are the…we do not really want to remember us like that. you want to remember us as we are, youknow, that is this year, that was 80s night last year, and i did not ask her if that wasokay to use that, but she will be okay and you might notice -know the other two people, some heroes at instructurecon. and then, the

calling all heroes, some of my colleagueswere heroes this afternoon, at least we thought so. that is an 8500 feet on the mountain anda 2200-foot zip line, apparently the biggest in utah. corey, where is laura? is laura here?she bailed, me, and our friend usha, who does not know that you are supposed to break whenyou are getting towards the end of the zip line. audience: [laughter]. christopher davis: she is okay, but i thinkthe zip line might be… we need to check it, and, of course, thank you all for yourattendance. [applause]

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