Tag Archives: Analytics

Smart Education Meets Moneyball (Part I)

Wired Magazine. Innovation Insights

John Baker, Desire2Learn, 04.09.13

Smart colleges and universities are beginning to use predictive analytics to transform massive amounts of data into active intelligence, using it to help their customers – i.e., students – learn their course material more effectively and boost their grades.

Analytics in education is empowering the learner in every step of their journey, not just with course success. Which courses should I select? What should I major in? What is the quickest and least costly path to graduation? What is the right career for me? Smart companies can learn from education analytics by extending their own “big data” efforts to identify and groom hidden talent (a plotline of the movie “Moneyball”) and to create a culture that emphasizes lifelong learning built around collaboration and teamwork.

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Alfred Essa

What is Analytics?

Analytics can be defined in various ways. In this presentation I suggest that there are three levels of Analytics capability or maturity:

  • Analytics I is data about the Past and, at best, data about the Present. Analytics I is the realm of traditional reporting and traditional Business Intelligence
  • Analytics II is data about the Future. Analytics II is the realm of Predictive Analytics and Forecasting.
  • Analytics III is data about the Desired Future. Analytics III is the realm of Optimization, namely finding the best path among alternatives.

Phil Long

Penetrating the Fog: Analytics in Learning and Education – [George Siemens, Phil Long]

EDUCAUSE REVIEW, ER Volume 46, 2011, Volume 46, Number 5, September/October 2011

Attempts to imagine the future of education often emphasize new technologies—ubiquitous computing devices, flexible classroom designs, and innovative visual displays. But the most dramatic factor shaping the future of higher education is something that we can’t actually touch or see: big data and analytics. Basing decisions on data and evidence seems stunningly obvious, and indeed, research indicates that data-driven decision-making improves organizational output and productivity.1 For many leaders in higher education, however, experience and “gut instinct” have a stronger pull.

Read the entire article: EDUCAUSE Review