Friday, February 24, 2006

Purdue uses data to help retain students

Excellent Article from eSchoolNews:

Purdue uses data to help retain students

K-12 districts could take a page out of this playbook...

Officials analyze CMS information for early warning signs of failure

By Robert Brumfield, Assistant Editor, eSchool News

Purdue University officials are using data captured by the school's course management system (CMS) software to predict which students are in danger of failing or dropping out of school. Officials plan to use this information to develop an early-intervention system that will help retain students and keep them on track for graduating.

February 24, 2006—Like many universities, Purdue University in Indiana uses a course management system (CMS) to extend classroom instruction to the web.
Though the system can be, and is, used to conduct exclusively online classes, professors at Purdue more often use the scalable system to support and add value
to traditional classroom activities by offering further instruction, quizzes, discussion boards, and other materials for more than 2,300 courses.

But unlike their peers at most other schools, Purdue University officials are trying to use the regular reporting functions of their CMS to improve student retention, too. By measuring the amount of time students spend in web-based classroom activities and using other simple metrics provided through the software's basic functionality, Purdue officials believe they have identified the strongest indicators of student failure.

Officials have yet to turn their findings into a full-blown intervention program, but they're optimistic that one could be on the way.

About 90 percent of students at Purdue use the CMS in three or more classes, a number that Bart Collins, director of Purdue's digital content and instructional development center, called "extremely high" when compared with most other universities.

Collins said the university has analyzed some CMS student usage data from last year and has begun to examine the full range of usage data in the system. His department, in collaboration with Purdue's admissions department, is planning to develop automated triggers that alert faculty and students to brewing problems long before they otherwise would have been noticed.

"We're trying to see how useful these data are for helping understand student factors that are important to the university," Collins said. "Student retention is very important to universities."

Collins said the system has been good at measuring indicators that students are not working to complete their assignments. These data, he said, have proven especially useful as a predictor of student achievement when combined with student data already on hand that explain a student's academic history. Such pre-enrollment indicators include any information the university has about a student's scores on standardized tests, grades from high school and other previous institutions, and other information generally available to administrators.

The standard student data are combined with the observational data gathered through the course management system to identify a student's academic engagement relative to his or her peers. Though it might seem obvious that students who do their homework are more likely to achieve greater academic results than those who do not, administrators are excited about having some measurable--rather than anecdotal--way to account for that difference, thanks to observational figures pulled from the CMS.

"By virtue of having real-time data that ... function as an index of whether or not a student is really attending class" or doing what is required of him or her, the information can be measured to determine how likely students are to drop out, Collins said.

"Are they logging in? Are they doing the work that their teachers want? You can get a pretty good idea looking at usage patterns. We're learning how students are engaging the system relative to others in their class," he said.

Purdue's Collins said administrators, as well as students, stand to benefit from such a system. Any intervention system that helps retain graduates, he said, improves the university's standing--and that attracts more students.

"We want to make a good-faith effort to ensure the academic success of the students that come here. That is the primary motive. It doesn't help us for you to fail. We want you to be successful," Collin said. "If there are simple things to do to help ensure your success, to all of our benefit, then we would like to do them. It's often difficult until it is too late to know. You want to help the students when they need the help most."

He concluded: "Earlier [intervention] is better."

Purdue University

InfoSource: Integrating Technology and Education:

Friday, January 27, 2006

Gloria's KinderBlog: What is Technology?

Gloria's KinderBlog: What is Technology?

Great little poem on technology...

Technology Terminology by Gloria

I activate, operate, educate, and fascinate.
I hibernate, illustrate, calculate, and aggravate.
I enable you to see the world, travel the world, or hide from the world.
I let you communicate, participate, investigate, procrastinate.
I help you navigate, motivate, appreciate, coordinate,
I am your saving grace, database, change of pace, favorite place.
I am technology.

Online Hangouts for Teens

MediaWise has just come out with a very helpful article about and other "online hangouts" that all parents and teachers should be aware of (or beware of, depending on your perspective).

A frequently hear the complaint that "integrating technology in the classroom" is so difficult because students don't have access to the internet. Though, without a doubt, not all students have access, still when you consider "Most of MySpace's almost 50 million users are under the age of 22." you have to know they are getting access somewhere.

As a 10th grander in Minneapolis put it ""If you weren't on MySpace, where would you make friends?"

Hmmm... makes you think.

Friday, August 12, 2005

Web-based Professional Development Strategies

This article outlining the benefits of web-based professional development is so good there is nothing to add to it.

So, here you go:

Thursday, February 03, 2005

Teaching Kids How To Make Money

How do you teach a child to make money anyway?

Best-selling author, educator, investor and entrepreneur Robert Kiyosaki has come up with some solid answers.

Through The Foundation for Financial Literacy, Cashflow Technologies, is providing K-12 teachers with some powerful tools (free of charge to education institutions) for teaching young people the concepts of earned, passive and portfolio income.

Visit the Rich Kid, Smart Kid web site for free access to online and downloadable learning games, as well as classroom resources:, or click on the banner below: