analytics and metaphors: grounding our understanding in a conceptual framework (166284292)

7/29/2019 Analytics and Metaphors: Grounding Our Understanding in a Conceptual Framework (166284292)

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Metaphors for analytics: What

they tell us and what they don’tChuck Dziuban

Patsy Moskal

University of Central Florida



We are always looking for classification schemes

2



A metaphor

maps cognitive

structures from

one domain

onto another

Something I

don’t understand

in terms of

something I do

understand

3



Why metaphors?Because I’m not clear about what you are saying

4



“If we are right in suggesting that

our conceptual system is largely

metaphorical, then the way wethink, what we experience, and

what we do every day is very much

a matter of metaphor.”

-George Lakoff & Mark Johnson

Lakoff,G.,&Johnson,M.(2008).Metaphorsweliveby .UniversityofChicagoPress.5



“Our metaphors create a

conceptual framework to help us

understand our emergingtechnological world.”

- Katrina A. Meyer

Meyer,K.(2005).Commonmetaphorsandtheirimpacton

distanceeducaIon:Whattheytellusandwhattheyhide.TheTeachersCollegeRecord,107 (8),1601-1625.6



Some of our favorite metaphors

Timeisamovingobject

deasarefood

MindisacontainerGoodisup,badisdown

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Some of our favorite metaphors

Life’sataletoldbyanidiot

Timeisamovingobject

Mindisacontainer

deasarefood

Goodisup,badsdown

8



Metaphors for technology

Viruses The “web”

Files

The“net”

“Surfing”

9



The Chuck and Patsy metaphors for analytics

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An academic radar

§ Alerts students in trouble or on the cusp

§ Signals

§ http://www.itap.purdue.edu/learning/tools/signals/

§ RioPace§ http://www.riosalado.edu/

§ Starfish

§ http://www.starfishsolutions.com/

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What kind of error can you tolerate?

OK Problem

OK x

Problem x

Predic3on

S t

u d e n t S t a t u s

TheTaylorRussellProblem

revisited

Taylor,H.C.,&Russell,J.T.(1939).The

relaIonshipofvaliditycoefficientstothe

pracIcaleffecIvenessoftestsin

selecIon:discussionandtables. Journal

ofAppliedPsychology ,23(5),565.

12



An ATM: Check your academic balance

§ Students take control of the process

§ John Fritz, University of Maryland,

Baltimore County

§ http://www.umbc.edu/oit/newmedia/

13



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A work out room: Build your academicmuscles

§ Sequential progress through prerequisite skills

§ Carnegie-Mellon –OLI

§ http://oli.web.cmu.edu/openlearning/

§ Capella University§ http://www.capella.edu/

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Novice

Advanced

beginner

Competent

proficientexpert

Berliner,D.C.(1988).TheDevelopmentofExperGseinPedagogy .AACTE

PublicaIons,OneDupontCircle,Suite610,Washington,DC

20036-2412.

16



A GPS

§ Plan the trip

§ Sinclair Community College –

Student Success Plan

§ http://www.sinclair.edu/support/success/

§ South Orange County

Community College SHERPA

§ https://www.socccd.edu/

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Tango,R.A.,&Dziuban,C.

D.(1984).TheUseof

PersonalityComponentsin

thenterpretaIonofCareerndecision. Journalof

CollegeStudentPersonnel ,

25(6),509-12.

18



A landscape

§ Cognitive, affective, and behavioral feedback

§ MAP-Works

§ http://www.webebi.com/retention

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§ Perspective

§ Meta perspective

§ Meta meta perspective

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Join the gang

§ Align with a like group of students who succeeded

§ Austin Peay –Degree

Compass§ http://www.apsu.edu/information-

technology/degree-compass-

what

21



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A trawl net

§ Gives us all your data andwe will devise a plan

§ Civitas Learning

§ http://civitaslearning.com § Predictive Analytics

Reporting Project

§ http://wcet.wiche.edu/advance/par-framework

23



Big data, big noise

Support

vector

machines

Naïve

bayesian

models

“TheeraofBigDataonlyseemstobeworseningtheproblems

offalseposiIvefindingsintheresearchliterature.” -NateSilver

Silver,N.(2012).Thesignalandthenoise:Whyso

manypredicGonsfailbutsomedon’t .PenguinPress.24



A community

§ Let’s rock the place

§ SoLAR

§ Inter-disciplinary network of international researchers

§ Open learning analytics

§ http://www.solaresearch.org

25



Life in Boundary Objectville

Star,S.L.,&Griesemer,J.R.(1989).nsItuIonalecology,“translaIons”andboundary

objects:AmateursandprofessionalsinBerkeley’sMuseumofVertebrateZoology,

1907-39.SocialStudiesofScience,19,387-420.



A liquid network

§ Looking at interaction patterns

§ SNAPP – Social Networks

Adapting Pedagogical Practice

§ http://www.snappvis.org/

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Go out in the garden

§ Legacy analytics

§ Dziuban, C., Moskal, P., Cavanagh, T., & Watts,

A. (2012). Analytics that Inform the University:

Using Data You Already Have. Journal of Asynchronous Learning Networks, 16 (3), 21-38.

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An analytics metaphor tree

RadarATM

Workout

room

GPS

Landscape

Gang

Trawlnet

Community

BoundaryObjectville

Liquid

network

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Can we eliminate the need for analytics?

31



Tangelo Park

TangeloPark

32



Tangelo Park – A new kind of philanthropy

33



Program components at no cost inperpetuity

Early

Childhood

Education Parent

Leadership

ScholarshipsVocational

34



Tangelo Park Program impact

§ Crime§ 53% reduction

§ High school graduation rate

§ Approaching 100%§ Completion rates if entered

§ Community college: 32%

§ Vocational school: 83%

§ College/university: 77%

§ Graduate school: 83%

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Return on Investment to Society

§ Total 20 year investment: $10,000,000§ Half for early childhood program

§ Half for scholarships

§ Lance Lochner,

§ University of Western Ontario

§ Return on investment: $7 for every $1 spent

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Tangelo Park Program resources

§ Tangelo Park Program website§ http://www.tangeloparkprogram.com/

§ Tangelo Park Program Facebook page

§ https://www.facebook.com/RosenFoundationScholarship

§ Today Show coverage

§ http://www.today.com/video/today/51568243

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Thank you! Your attendance was a gift,

metaphorically speaking

Dr.ChuckDziuban

[email protected]

Dr.PatsyMoskal

[email protected]

hp://rite.ucf.edu

hp://www.if.ucf.edu/

For more information contact:

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analytics and metaphors: grounding our understanding in a conceptual framework (166284292)

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