The Indicators Project – ASCILITE’09 presentation

On Monday, 7 December 2009 we’ll be presenting at the ASCILITE’09 conference. This page is where we will store all of the resources associated with that presentation. The resources that are here include:

Resources we plan to place here include:

  • perhaps some comments from audience members;
  • audio from the presentation; and
  • maybe the twitter stream.

Slides

The slides are available for download from Slideshare, or can be viewed here.

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4 thoughts on “The Indicators Project – ASCILITE’09 presentation”

  1. I love the slides and am very appreciative of the work you’re doing! I hope to be able to collaborate at some point…

    In terms of slide 64 ‘discussion forum activity being a predictor’ with a double X through it, we’ve demonstrated that the number of peers’ posts read (viewed) by a student is a pretty good indicator of future performance. Have you looked at that at all?

    david.wiley@gmail.com

    1. G’day David,

      I don’t believe we’ve looked at that specifically. Though we had looked at a number of factors. Now that you mention it, it’s something to look at.

      As for the double cross, it only seems not to hold in certain cases. It would be interesting to see if there is a difference in those same cases for # of peers’ posts read.

      David.

      1. Dear Indicators,

        How’re things?

        Good to catch up with you at ascilite.

        Regarding questions about the value of ‘discussion activity’ and lurking – I did an investigation of this and some other things in a class that I taught and the results are available here:

        http://www3.interscience.wiley.com/journal/120119987/abstract?CRETRY=1&SRETRY=0

        Keeping in mind the relatively modest sample size and the specifics of the context, the findings are pretty much summed up by the Abstract:

        “While there is agreement that participation in online asynchronous discussions can enhance student learning, it has also been identified that there is a need to investigate the impact of participation in online discussions on student course performance. This paper presents a case study based on an undergraduate engineering management unit employing a formally assessed online discussion area. It was observed that while many students read a significant number of discussion postings, generally, the posting of new and reply messages occurred at the minimum level required to qualify for the assignment marks. Based on correlation and multiple regression analysis, it was observed that two variables were significantly related to a student’s final unit mark—prior academic ability and the number of new postings made to the online discussion. Each new posting contributed three times as much to the final unit mark as its nominal assessment value, suggesting that the work in preparing their new discussion postings assisted students in the completion of a range of assessable tasks for the unit. The number of postings read was not significantly correlated with the final unit mark, suggesting that passive lurking in this online discussion did not significantly contribute to student learning outcomes.”

        I hope that you all had a good Christmas and new year.

        Regards, Stuart Palmer.

  2. G’day David

    I’ve only briefly looked at ‘lurkers’ who are students who visit the forums but do not post or reply. Whilst there appeared to be a correlation between the number of forum views and the student’s academic achievement, it wasn’t possible at the time to isolate the influence of forum visits from other LMS features. For example the students who visited the forums regularly tended to get better results than students who didn’t but they also used other LMS features more then lower achieving students.

    Regards,
    Col.

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