Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief

In depth discussion of how data mining and data analytics can be used for “improving the services they provide and for increasing student grades and retention.”

“Robust applications of educational data mining and learning analytics techniques come with costs and challenges. Information technology (IT) departments will understand the costs associated with collecting and storing logged data, while algorithm developers will recognize the computational costs these techniques still require. Another technical challenge is that educational data systems are not interoperable, so bringing together administrative data and classroom-level data remains a challenge. Yet combining these data can give algorithms better predictive power. Combining data about student performance—online tracking, standardized tests, teacher-generated tests—to form one simplified picture of what a student knows can be difficult and must meet acceptable standards for validity. It also requires careful attention to student and teacher privacy and the ethical obligations associated with knowing and acting on student data.” (from executive summary)


What’s Next for Campus Cyberinfrastructure? ACTI Responds to the NSF ACCI Reports.


“In February 2009, a joint workshop of the EDUCAUSE Advanced Core Technologies Initiative Campus Cyberinfrastructure Working Group (ACTI-CCI) and the Coalition for Academic Scientific Computation (CASC) issued a report and recommendations that addressed the challenges and strategies for developing a coherent cyberinfrastructure from local campus to national facilities. The report concluded that it is not only practical but also optimal to solve a large number of computational problems at the campus level.The joint report immediately preceded the formation of six task forces by the NSF-wide Advisory Committee for Cyberinfrastructure (ACCI), which were charged with investigating long-term cyberinfrastructure issues.”


How These Three Campuses are going paperless

EdTech Magazine

“Managing documents associated with a million-plus entities just got easier at the Arizona State University Foundation for A New American University.

That’s because the approximately 200-employee ASU Foundation — which serves a multicampus population of more than 75,000 students in Tempe, Ariz. — recently joined the ranks of higher education organizations realizing the benefits of automating manual processes through the deployment of document management technologies.”



High Tech, High Stakes

Business Officer

Abstract: “The article discusses the importance and risk of information technology (IT) in higher education. It elaborates the additional aspects and role of chief business officers (CBOs), particularly in supervising overall technology costs, IT acquisition and operational and security issues. It states that IT is the fundamental component in an institution’s sustainability and practicality.” (This may be too simplified, or information that is already known to stakeholders.)


Minority Applicants to Colleges Will Rise Significantly by 2020

Western Interstate Commission for Higher Education

We project that 45 percent of the nation’s public high school graduates will be non-White by 2019-20, compared to 38 percent in the class of 2009. This pattern is driven most obviously by the rapid increase in the number of Hispanics completing high school, corresponding to a nearly equivalent decline in the number of White non-Hispanics. At the same time, the number of Asians/Pacific Islanders graduating from high school is also rising rapidly, offsetting Black non-Hispanic numbers, which are expected to drop. Nationally, between 2008-09 and 2019-20, the nation’s public high schools will collectively produce:

• 228,000 fewer White non-Hispanic graduates (a decline of 12 percent).
• About 197,000 more Hispanic graduates (an increase of 41 percent).
• 49,000 more Asian/Pacific Islander graduates (an increase of 30 percent).
• 41,000 fewer Black non-Hispanic graduates (a decline of 9 percent).
• More than 500 additional American Indian/Alaska
Native graduates (an increase of just under 2 percent).