#ELI2019 – EDUCAUSE Horizon Report

EDUCAUSE Horizon Report – Conference Session Link

Example Projects

#ELI2019 – Improving Student Success Analytics with Multiple Data Sources

Improving Student Success Analytics with Multiple Data Sources – Conference Session Link

Session Description:

Increasingly, institutions are building learner record stores to more fully describe student interaction with educational technologies. However, little research has assessed how much these increases in data actually move the needle in predicting student achievement. To find out, Blackboard, VitalSource, and UMBC partnered on a research project to explore both vendors’ Caliper and LTI-enabled tools to mine UMBC students’ use of an LMS and e-textbooks. Among other things, we found the combined model was very accurate in predicting C or better final grades by week 4 of the semester. We will also discuss how these findings support other ongoing research.


    • Combine UMBC learner data from Blackboard and VitalSource to predict student outcomes with greater accuracy, earlier in the semester
    • Identify behavioral and demographic factors most predictive of student success
    • How does faculty adoption/integration of EdTech or overall course design, affect those relationships?
    • Understand the effectiveness of IMS Caliper as data protocol to answer student success research questions

“If your data isn’t actionable, what’s the point?” – John Fritz

  • Combine Blackboard, VitalSource, and SIS Data with IMS Caliper.
  • At week 4, evaluate relationships between activity and course grade.
  • Data: 986 total students in 5 subjects/7 sections, Fall 2017 term
  • On using data… getting the right message to the right students at the right time. – John Fritz
  • Students who didn’t take the syllabus quiz were 4 times more likely to earn DFW.
    • Encourage faculty to require and use adaptive release for a syllabus quiz.
  • Students who register late (under 40 days) are much more likely not to persist.
  • Students that use math tutoring reduce their changes of failing between 10 and 20%.
  • Presentation: umbc.box.com/eli19

#ELI2019 – Presentation Pair: Accessibility and Universal Design for Learning

Accessibility and Universal Design for Learning – Conference Session Listing

University of Cincinnati – Engaging Faculty in the Creation of Accessible Course Content

  • Blackboard Ally was introduced to create awareness and make course content more accessible.
  • OCR agreement resulted in creating the Accessibility Network at the University of Cincinnati.
  • Blackboard Ally provides checking of content uploaded into courses and displays an accessibility indicator to faculty. Ally provides on screen guidance also to faculty. An institutional dashboard enables views across the entire campus.
  • Training is provided to faculty in using Ally and in creating more accessible files.
  • Challenges include time, skills, and resources (and faculty attitude) in ensuring content is accessible in courses.
  • Faculty can feel overwhelmed if most of their course is inaccessible.
  • “Making progress not perfection” has been helpful. Start small, one file at a time.
  • Goal is to create documents from-the-start that are accessible. For example, using headings in Word, alt text, table headings… etc.
  • MS Word documents have been found to be more accessible than PDFs.
  • UC is working on centralized remediation of files using student assistants.

North Carolina State University

  • Beyond Captions – Making Online Learning Truly Accessible to Deaf Students
  • Captions are helpful, but we can do more…
  • ASL is the first language for deaf learners. Average captions are at a 9th grade level.
  • English literacy is a challenge for ASL learners because it’s a spoken language.

  • Level 1: LMSProvided by vendors primarily. Web accessibility guidelines come into play.
  • Level 2: Course Materials – Provided by instructors. Videos with captions, transcripts, creating accessible documents, etc. Typography is also important. Don’t use ALL CAPS. Readability is important. User control and navigation.
  • Level 3: Communication and Language – Accessing information include assignment directions, emails to students, announcements, orientation to course. Background, context, pointing things out in text to draw attention. Pay attention to reading level and vocabulary, especially for ASL learners. Graphic organizers can be helpful for ASL and all students (UDL).

#ELI2019 – Use Them or Lose Them: Digital Devices for Student Engagement

Use Them or Lose Them: Digital Devices for Student Engagement – Conference Session Link

#ELI2019 – App Smackdown! A Battle Royal of Education Technology

App Smackdown! A Battle Royal of Education Technology – Conference Session Link

App 1 – Thinglink

  • Using hotspots you can build unique experiences with interactive images, videos, and 360 media

App 2 – VoiceThread

  • Collaborative discussions with voice, video, and text.

App 3 – Adobe Spark

  • Visual stories

App 4 – PlayPosit

  • Interactive video with quizzing

Slido (Q&A platform for voting/polling) for voting for the winner!