Data Analytics in Higher Education: Key Concerns and Open Questions

“Big Data” and data analytics affect all of us. Data collection, analysis, and use on a large scale is an important and growing part of commerce, governance, communication, law enforcement, security, finance, medicine, and research. And the theme of this symposium, “Individual and Informational Privacy in the Age of Big Data,” is expansive; we could have long and fruitful discussions about practices, laws, and concerns in any of these domains. But a big part of the audience for this symposium is students and faculty in higher education institutions (HEIs), and the subject of this paper is data analytics in our own backyards. Higher education learning analytics (LA) is something that most of us involved in this symposium are familiar with. Students have encountered LA in their courses, in their interactions with their law school or with their undergraduate institutions, instructors use systems that collect information about their students, and administrators use information to help understand and steer their institutions. More importantly, though, data analytics in higher education is something that those of us participating in the symposium can actually control. Students can put pressure on administrators, and faculty often participate in university governance. Moreover, the systems in place in HEIs are more easily comprehensible to many of us because we work with them on a day-to-day basis. Students use systems as part of their course work, in their residences, in their libraries, and elsewhere. Faculty deploy course management systems (CMS) such as Desire2Learn, Moodle, Blackboard, and Canvas to structure their courses, and administrators use information gleaned from analytics systems to make operational decisions. If we (the participants in the symposium) indeed care about Individual and Informational Privacy in the Age of Big Data, the topic of this paper is a pretty good place to hone our thinking and put into practice our ideas

Ringo: Interactive Graph Analytics on Big-Memory Machines

We present Ringo, a system for analysis of large graphs. Graphs provide a way to represent and analyze systems of interacting objects (people, proteins, webpages) with edges between the objects denoting interactions (friendships, physical interactions, links). Mining graphs provides valuable insights about individual objects as well as the relationships among them. In building Ringo, we take advantage of the fact that machines with large memory and many cores are widely available and also relatively affordable. This allows us to build an easy-to-use interactive high-performance graph analytics system. Graphs also need to be built from input data, which often resides in the form of relational tables. Thus, Ringo provides rich functionality for manipulating raw input data tables into various kinds of graphs. Furthermore, Ringo also provides over 200 graph analytics functions that can then be applied to constructed graphs. We show that a single big-memory machine provides a very attractive platform for performing analytics on all but the largest graphs as it offers excellent performance and ease of use as compared to alternative approaches. With Ringo, we also demonstrate how to integrate graph analytics with an iterative process of trial-and-error data exploration and rapid experimentation, common in data mining workloads.Comment: 6 pages, 2 figure

Stemming the flow: improving retention for distance learning students

Though concern about student attrition and failure is not a new phenomenon, higher education institutions (HEIs) have struggled to significantly reduce the revolving door syndrome. Open distance learning higher education is particularly susceptible to high student attrition. Despite a great deal of research into the student journey and factors impacting on likely success, we are not necessarily closer to understanding and being able to mitigate against student attrition. Learning analytics as emerging discipline and practice promises to help penetrate the fog… This case study describes work undertaken at the Open University in the UK to investigate how a learning analytics approach allows the University to provide timely and appropriate student support in a cost-effective manner. It includes a summary of the establishment of curriculum-based student support teams and a framework which defines more standardised student support informed by both student data and an enhanced knowledge of the curriculum. The primary aim of student support teams is to proactively support students through their study journey and to optimise their chances of reaching their declared study goals. Higher education institutions (HEIs) are making increasing use of learning analytics to support delivery of timely and relevant student support. The Open University in the UK, like other HEIs, knows a great deal about its students before they start to study and is able to track student behaviours once study has begun. Until recently, the university has not taken full advantage of the additional insight offered by such information. This paper describes the framework of support interventions established for all student support teams and describes the learning analytics approach used to support that framework

Multimedia big data computing for in-depth event analysis

While the most part of ”big data” systems target text-based analytics, multimedia data, which makes up about 2/3 of internet traffic, provide unprecedented opportunities for understanding and responding to real world situations and challenges. Multimedia Big Data Computing is the new topic that focus on all aspects of distributed computing systems that enable massive scale image and video analytics. During the course of this paper we describe BPEM (Big Picture Event Monitor), a Multimedia Big Data Computing framework that operates over streams of digital photos generated by online communities, and enables monitoring the relationship between real world events and social media user reaction in real-time. As a case example, the paper examines publicly available social media data that relate to the Mobile World Congress 2014 that has been harvested and analyzed using the described system.Peer ReviewedPostprint (author's final draft

Practitioner Track Proceedings of the 6th International Learning Analytics & Knowledge Conference (LAK16)

Practitioners spearhead a significant portion of learning analytics, relying on implementation and experimentation rather than on traditional academic research. Both approaches help to improve the state of the art. The LAK conference has created a practitioner track for submissions, which first ran in 2015 as an alternative to the researcher track. The primary goal of the practitioner track is to share thoughts and findings that stem from learning analytics project implementations. While both large and small implementations are considered, all practitioner track submissions are required to relate to initiatives that are designed for large-scale and/or long-term use (as opposed to research-focused initiatives). Other guidelines include: • Implementation track record The project should have been used by an institution or have been deployed on a learning site. There are no hard guidelines about user numbers or how long the project has been running. • Learning/education related Submissions have to describe work that addresses learning/academic analytics, either at an educational institution or in an area (such as corporate training, health care or informal learning) where the goal is to improve the learning environment or learning outcomes. • Institutional involvement Neither submissions nor presentations have to include a named person from an academic institution. However, all submissions have to include information collected from people who have used the tool or initiative in a learning environment (such as faculty, students, administrators and trainees). • No sales pitches While submissions from commercial suppliers are welcome; reviewers do not accept overt (or covert) sales pitches. Reviewers look for evidence that a presentation will take into account challenges faced, problems that have arisen, and/or user feedback that needs to be addressed. Submissions are limited to 1,200 words, including an abstract, a summary of deployment with end users, and a full description. Most papers in the proceedings are therefore short, and often informal, although some authors chose to extend their papers once they had been accepted. Papers accepted in 2016 fell into two categories. • Practitioner Presentations Presentation sessions are designed to focus on deployment of a single learning analytics tool or initiative. • Technology Showcase The Technology Showcase event enables practitioners to demonstrate new and emerging learning analytics technologies that they are piloting or deploying. Both types of paper are included in these proceedings

Improving App Quality Despite Flawed Mobile Analytics

Analytics can help improve the quality of software; the improvements are affected by the fidelity of the analytics. The impact of poor fidelity may vary depending on the type of data being collected, for example, for crashes low fidelity may be sufficient. The mobile ecosystem includes a platform where apps run and an app store that intermediates between developers and users. Google's Android ecosystem provides all the developers with analytics about various qualities of their app through a service called Android Vitals that automatically collects data on how their app is performing. My research found ways to improve app quality through using mobile analytics, including Android Vitals. It also found fidelity flaws in several analytics tools provided by Google. They confirmed and validated some flaws and chose not to discuss others

People Analytics and Disruptive Technologies are Transforming Human Resources Roles

Human Resources Information Systems that collect, store, and analyze people data are beginning to view the role of people analytics and other related technologies favorably as they provide new, timely and objective insights which aid in bringing about a transformational change in the roles of HR. People analytics is thus an excellent platform for HR to achieve its long awaited ‘Strategic Partner’ role. Organizations of all sizes and types are adopting and adapting to people analytics. Several well-known companies have recently demonstrated the benefits of using people analytics for HR functions. However, people analytics is not without roadblocks of unethical or illegal use of people data. Additionally, shortages of qualified staff able to adapt to the increasingly technology driven workplace will slow down HR\u27s transformation. This paper studies the role of people analytics in transforming HR. It examines some real-life organizational examples in people analytics, and challenges for its widespread adoption. It also discusses the future of this burgeoning trend in HR, as well as potential applications of the other disruptive technologies

Impact of MBA Programs’ Business Analytics Breadth on Salary and Job Placement: The Role of University Ranking

Although many business schools have started to offer business analytics programs and courses for their MBA students, they lack understanding about how these efforts translate into job market gains for their graduates and whether all business schools have a level playing field. To bridge this gap, we use signaling theory to investigate the impacts that the business analytics breadth (BAB) level and university ranking of MBA programs have on graduates’ future employment success in terms of salary and job placement. We collected and analyzed data on business analytics-relevant courses that the top 89 business schools in the United States according to Bloomberg (bloomberg.com) offered. Our findings show the vital role of university ranking in determining the efficacy of BAB to produce job market gains for students: university ranking moderated the effect of business analytics offerings on post-graduation salary and job placement. These findings provide interesting insights for researchers and business schools interested in understanding the return on investment in business analytics programs