Predictive Analytics

Educational Intelligence and the Student Lifecycle – Leveraging Predictive Analytics for Profit in Higher Education

This presentation will begin on Wednesday, August 12, 2015 at 02:00 PM Eastern Daylight Time.

Wednesday, August 12, 2015 02:00 PM EDT

This webinar will provide an overview of the student lifecycle – from lead generation to job placement. You will learn what the components are and how student data can be leveraged for competitive gain through the use of predictive analytics tools. While these technologies have been in use by other industries for many years, especially in the area of assessing consumer demand, higher education is a relatively late adopter. As an example of benefit, colleges and universities can deploy them to determine which students are most at risk for attrition and – armed with deep, historical data – craft segment-specific retention strategies designed to compel them to persist toward degree completion. During this session, Eduventures analysts will provide concrete examples of how predictive analytics has been used within the student lifecycle at a variety of institutions, citing interviews with practitioners, that led to measurable performance improvements. To conclude, we will uncover the benefits of sharing data amongst key stakeholders to the ultimate gain of the institution and its constituents.

Speakers:

Jeff Alderson
Principal Analyst
Max Woolf
Senior Analyst

Audience members may arrive 15 minutes in advance of this time.

 

tablets

Tablet Shipments Drop 7 Percent in Second Quarter of 2015 with Apple Posting Largest Decline

http://thejournal.com/articles/2015/08/05/tablet-shipments-drop-7-percent-in-second-quarter-of-2015-with-apple-posting-largest-decline.aspx

Apple saw the largest decline

“Longer life cycles, increased competition from other categories such as larger smartphones, combined with the fact that end users can install the latest operating systems on their older tablets has stifled the initial enthusiasm for these devices in the consumer market,”

 

library drone lending program

LITA’s forum has a question, which many are waiting for an answer:

From: David Library [mailto:dvp.sohd@gmail.com]
Sent: Wednesday, June 24, 2015 9:42 AM
To: lita-l@lists.ala.org
Subject: [lita-l] Re: Getting Into Drones

 

Cool.  My girlfriend and I build them.  Lots of fun and POWERFUL.

 

https://youtu.be/rXtjjwk0ZKQ

 

On Wed, Jun 17, 2015 at 6:20 PM, Cody Behles (cbehles) <cbehles@memphis.edu> wrote:

We are implementing a drone lending program at my institution. I am familiar with the University of South Florida case, but does anyone else have a drone lending program in their library (preferably one that is not being held up by the FAA)?

 

Cody Behles

Emerging Technologies Librarian

University Libraries

126 Ned R. McWherter Library

University of Memphis

Memphis, Tennessee USA 38152

901-678-4558

digital storytelling

Stories are for sorting and storing
http://homes.chass.utoronto.ca/~lachance/S6D.HTM

> Willard,

>

> The post 29.126 has been niggling at me for days. I originally want to

> reply with a simple observation that the appeal to storytelling is

> cast in such a way to avoid the complications of narration’s relation

> to narrative (the telling and the told; shown and said). But it was

> the theme of “borrowing” from one domain by another that leads me to

> recall a counter-narrative where there is no need to borrow between

> domains since the military-industrial-entertainment complex is one entity.

>

> I contend that fundamental to human interaction is narration:

> attentiveness to how stories are related. Stories are for sorting and

> storing. *Sometimes this soothes paranoia induced by too much

> linearity.*

>

> A while ago (1996), I explored recursivity and narrativity. My

> starting point was the ability to ask questions (and learn from one’s

> bodily reactions). The musings may or may not have military relevance.

> Judge for

> yourselves:

>

> <quote>

>

> Pedagogical situations are sensory. They are also interpersonal.

> Because they are sensory this makes even learning by oneself interpersonal.

> Egocentric speech is like a dialogue between the senses. In

> Vygotsky’s and Luria’s experiments, children placed in problem-solving

> situations that were slightly too difficult for them displayed egocentric speech.

> One could consider these as self-induced metadiscursive moments. The

> self in crisis will disassociate and one’s questionning becomes the

> object of a question.

>

> Not only is the human self as a metabeing both fracturable and

> affiliable in itself, it is also prone to narrativity. That is, the

> human self will project its self-making onto the world in order to

> generate stories from sequences and to break stories into recombinant

> sequences. Its operations on signs are material practices with consequences for world-making.

>

> The fracturable affiliable self calls for reproductive models suitable

> to the interactions of multi-sensate beings, models that render dyads

> dialectical, questionable, answerable. Narrativity understood

> dialectically does not merely mean making sequences or strings of

> events into stories but also stories into things, strung together for

> more stories. From such an understanding, emerge non-dyadic

> narratives of reproduction, narratives where a thing-born transforms

> itself into an event, comes to understand itself as a process.

>

> </quote>

>

> http://homes.chass.utoronto.ca/~lachance/S6D.HTM

>

> Funny to consider that those remarks were based in a consideration of

> language and feedback mechanisms. Make me think that the storytelling

> as “potent form of emotional cueing” may be directed to undesired

> responses such as greater self-reflexivity. And depending on how they

> are parsed, Hollywood films can contribute to undesired responses

> including escape. :)

>

> Francois Lachance, Scholar-at-large

> http://www.chass.utoronto.ca/~lachance

>

> to think is often to sort, to store and to shuffle: humble, embodied

> tasks

>

> On Mon, 29 Jun 2015, Humanist Discussion Group wrote:

>

>>

>>

>>

>>

>> Sharon Ghamari-Tabrizi, in “The Convergence of the Pentagon and

>> Hollywood” (Memory Bytes: History, Technology, and Digital Culture, ed.

>> Rabinovitz and Geil, 2004), describes in some detail the adoption by

>> the U.S. military of the entertainment industry’s storytelling

>> techniques implemented by means of simulation. This chapter follows

>> on from her excellent “Simulating the Unthinkable: Gaming Future War

>> in the 1950s and 1960s”, Social Studies of Science 30.2 (2000). In

>> the 2004 piece she describes a U.S. National Research Council

>> workshop in October 1996 at which representatives from film, video

>> game, entertainment and theme-parks came together with those from the

>> Department of Defense, academia and the defense industries. There is

>> much about this convergence that we might productively take an

>> interest in. Let me, however, highlight storytelling in particular.

>>

>> In a military context, Ghamari-Tabrizi points out, skilled

>> storytelling techniques are used to help participants in a VR

>> environment sense that they are in a real environment and behave

>> accordingly. Storytelling functions as a potent form of emotional

>> cueing that would seem to elicit the desired responses. But

>> especially interesting, I think, is the fact that “many conference

>> participants argued that the preferred mode of experiential immersion

>> in electronic media is not the unframed chaos of hypertext, but

>> old-fashioned storytelling.” She quotes Alex Seiden of Industrial

>> Light and Magic (note the date — 1996): “I’ve never seen a CD-ROM

>> that moved me the way a powerful film has. I’ve never visited a Web

>> page with great emotional impact. I contend that linear narrative is

>> the fundamental art form of humankind: the novel, the play, the film… these are the forms that define our cultural experience.”

>>

>> Comments?

>>

>> Yours,

>> WM

>> —

>> Willard McCarty (www.mccarty.org.uk/), Professor, Department of

>> Digital Humanities, King’s College London, and Digital Humanities

>> Research Group, University of Western Sydney

>

>

>

>

Video Storytelling in Social Media Marketing

Video Storytelling in Social Media Marketing

http://www.socialmediaexaminer.com/video-storytelling/

#1: Post Stories From Your Customers

#2: Create a Fictional Series

#3: Tell Personal Stories

#4: Shoot Documentary-Style Video

#5: Interview Guests

#6: Take Viewers Behind the Scenes

#7: Create Animated Stories

#8: Show Viewers How to Do Something

Other Stories to Tell With Video

There are a lot of interesting ways to integrate storytelling into your social videos. In addition to those featured above, here are some other stories that are well suited for video:

  • Create a single video or a series of videos to highlight humorous situations related to your business or industry.
  • If your company’s beginnings would make an interesting story, have the founder tell that story on video.
  • Are your employees involved in interesting activities or challenges? Consider featuring those stories in your social videos.
  • Tell a fictional but realistic story on video to educate viewers about your industry.
  • Find a way to combine reality TV–style video with something relevant to your audience.

Enabling BYOD

Enabling Bring Your Own Device

white paper by the Cisco

To help improve understanding of BYOD and its impacts on modern network environments, this white paper will further explore the many differences that exist between corporate and educational approaches to the technology.

In the education space, dealing with non-standard, user-managed devices has been and still remains the norm. Unfortunately, the variety of devices means a multitude of operating systems and software are encountered, with many “standards” being defined. As a result there is little consistency in the device type or the software being installed. Since the device is owned by the student and is a personal resource, it is often difficult or impossible to enforce a policy that prevents users from installing software. In addition, due to the nature of learning as opposed to a corporate environment, it is also difficult to put a restriction on certain classes of software since all may provide a worthwhile educational purpose.

providing a solution that unifies management and deployment polices across both wired and wireless devices is very desirable.

The Internet of Everything (IoE) has spurred a revolution in mobility. Collaboration anywhere, anytime and with any device is quickly becoming the rule instead of the exception. As a result it is now common for students to bring mobile devices such as smartphones, tablets and e-readers into the academic environment to support their educational endeavors.

The infrastructure supporting BYOD no longer has the sole purpose of providing a wireless radio signal within a given area. The focus is now about providing the appropriate bandwidth and quality to accommodate the ever-growing number of devices and ensure that an application provides a good end-user experience. In a sense, applications are now the major driving force behind the continuing evolution of BYOD. For example, a teacher accessing video in the classroom for educational purposes during class hours should have greater priority than a student in the same area accessing a gaming site for recreation.

A state-of-the-art BYOD infrastructure should now be capable of providing more than just generic, general-purpose wireless connectivity. In the classroom environment, the notion of “differentiated access” often resonates with faculty and staff. Once this has been determined, a policy can be applied to the user and their activity on the network.

Granular security can also be intelligently delivered.
Quality of Service (QoS) rate limiting has been available for some time, but now there are newer QoS techniques available.

Location-based services can provide their first interaction with the university. By delivering campus maps and directional information, location-enabled services can enhance the experience of these visitors and provide a positive image to them as well. As a visitor enters a particular building location, information could automatically be provided. In the case of a visiting student, information about the history of a building, departments contained within the building, or other resources could be presented to enhance a guided tour, or provide the perspective student the ability to have a self-directed tour of the campus facilities.

802.11ac Technology (https://en.wikipedia.org/wiki/IEEE_802.11ac)

Software Defined Networking (https://en.wikipedia.org/wiki/Software-defined_networking)

 

on media literacy

Martens, H., & Hobbs, R. (2015). How Media Literacy Supports Civic Engagement in a Digital Age. Atlantic Journal of Communication, 23(2), 120–137. http://doi.org/10.1080/15456870.2014.961636

https://www.academia.edu/12170937/Martens_H._and_Hobbs_R._2015_._How_Media_Literacy_Supports_Civic_Engagement_in_A_Digital_Age._Atlantic_Journal_of_Communication_23_2_120_-137

p. 134 How the different forms of literacy interact and support each other is a key question for future research, giventoday’s complex and convergent media and information environment

p. 135 Our findings support the growing demand for policymakers, educators, and community advocates to embrace media literacy as an important resource to fulfill the promise of digital citizenship.

DGBL and digital literacies

Digital game-based learning levels up digital literacies

http://thinkspace.csu.edu.au/anotherbyteofknowledge/digital-game-based-learning-levels-up-digital-literacies/

My note: excellent Australian article, which presents a very strong point on digital literacies (metaliteracies, see URL below) from educators (versus library) perspective. Connected with game-based learning, it clearly renders the traditional perspective of information literacy as miniscules and the notion of digital literacy being “information literacy on steroids” as obsolete. It clearly shows that the “xxx-literacies” are clearly not a domain of the librarians and if the librarians do not wised up and allow other faculty who are “not librarians” to equally participate, they might well count with those faculty going on their own (as it is transparent from this article).

connections will be made between  digital game-based learning and digital literacies to show that digital game-based learning is a powerful pedagogy that incorporates the elements of digital literacies. Through the adoption of game-based learning, digital literacies can be taught in context. Digital literacies are the skills that connect the learning content (curriculum) and digital games are the platform that these digital literacies can be practised within a meaningful context.

Digital literacies is an umbrella term that includes a combination of literacies – visual literacy, media literacy, collaborative literacy, ICT literacy, information literacy – that are needed to take an active, participatory role in life, now and in the future (Hague & Payton, 2010, p. 2).

Bawden (2008), cites Gilster (1997), who defines digital literacy as “an ability to understand and use information from a variety of digital sources and regard it as literacy in the digital age” (p.18).

Jisc, identify in their Digital Literacy Guide that it is a concept that is contextual and it is not static.  Change is imminent as new technologies develop “at breakneck speeds” (Becker, 2011, p. 76), therefore, it can be inferred the digital literacies required to use these new technologies need to be adaptable and flexible to these changes (Haste, 2009).

Cooper, Lockyer & Brown (2013), highlight this plurality by using the term “multiliteracies” which can be understood as synonymous with digital literacies.  Cooper et al. (2013), explain multiliteracies is required as a “broader view of literacy” (p. 94), is needed as a result of the diverse range of communications tools, therefore, context is implied.  Ng (2012) also highlights this idea that digital literacy is “the multiplicity of literacies associated with the use of digital technologies” (p. 1066).  The combination of multiliteracies and technologies would also suggest that multimodality is an important element of digital literacy (McLoughlin, 2011) .

7 elements of digital literacy in their Developing Digital Literacies Guide (2014), which can be seen below.

DGBL and digital literacy

 

digital games (Pivec & Pivec, 2011), which can also be called computer games (Whitton, 2011), video games (Turkay, Hoffman, Kinzer, Chantes & Vicari, 2014) or serious games (Arnab et al., 2012) rather than gamification.

Digital game-based learning then is using digital games in the learning environment with the purpose of achieving learning aligned with learning theory.

Cognitive constructivism is a learning theory that game-based learning could be aligned (Orr & McGuinness, 2014; St-Pierre, 2011).  This learning theory builds upon the theories of Piaget and Bruner, therefore, an important consideration in the digital game-based classroom would be that choosing games needs to fit the age and level of intellectual development the students are at (St-Pierre, 2011).

A major focus of the socio-constructivist learning theory is that of Vygotsky’s Zone of Proximal Development (St-Pierre, 2011).  The learning is designed “just beyond what the learner can do” (Orr & McGuinness, 2014, p. 223) and takes them beyond where their knowledge already exists.

More on digital literacy (metaliteracy) and DGBL in this IMS blog:

http://blog.stcloudstate.edu/ims/2014/11/30/game-based-learning/

http://blog.stcloudstate.edu/ims/?s=gaming

http://blog.stcloudstate.edu/ims/?s=gaming

 

http://blog.stcloudstate.edu/ims/2015/02/20/digital-literacy-2/

http://blog.stcloudstate.edu/ims/?s=digital+literacy

http://blog.stcloudstate.edu/ims/2014/11/27/reframing-informatioan-literacy-as-a-metaliteracy/

Google Keep

Google Keep

http://www.freetech4teachers.com/2015/05/how-to-create-edit-and-share-notes-on.htm

After yesterday’s post about making the most of Google Keep I received a few emails from readers wanting to know a bit more about how Google Keep works. To answer those questions I recorded the short video that you see embedded below (click here if you cannot see the video).