Transcript Educational informatics Designing performance

Educational Informatics
Designing performance-based measurement systems for
rapid response learning environments
Anthony Chow, Ph.D.
Assistant Professor
Department of Library and Information Studies
The University of North Carolina at Greensboro
Ingrid Guerra-Lopez, Ph.D.
Associate Professor
Director, Institute for Learning & Performance Improvement
Wayne State University
Mark Whitlock, MBA
Chief Executive Officer
The Central Educational Center
Director, Institute for Learning & Performance Improvement
Wayne State University
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Literature
Problem
Method
Results
Implications
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Overview
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Educational informatics is:
• Intersection of three disciplines:
• teaching and learning, information science, and information
communication technologies (ICTs) (Ford, 2004; Haythornthwaite, 2006;
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Educational Informatics
Sheffield University, 2011)
• “The study of the application of digital technologies and
techniques to the use and communication of information in
learning and education” (Levy, Ford, Foster, Madden, Miller, Baptista Nunes,
McPherson, & Webber, 2003, p. 299)
• Educational informatics parallels the use of informatics in
other fields
• medical informatics, bioinformatics, and health informatics
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Educational Informatics meets
information science and systems design
• The word “informatics” means the science of information
• The word “analytics” means the logical organization and analysis
of information
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• Educational informatics and information science
• Educational informatics within a systems framework:
• The science of using and analyzing educational information in a
logical fashion.
• Chow (2008) defined it by uniting computing, information
science, and systems design in an education setting as:
• “how information technology is used to collect, organize, use, and
disseminate information to support and help improve overall
performance of the educational system” (Chow, 2008, p. 51)
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How is our school doing?
What does success look like?
How do we measure it?
How do we know if our systemic change effort is working?
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The Big Questions?
• What data do we need to have by
when to answer these questions?
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Educational Informatics and
Organizational Performance
Mega
Macro
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• How are ICTs being used
to collect data and how
are organizations able to
translate and use this
data?
• Information they can use
to continuously improve
current and future
decisions and
performance in a realtime, dash board fashion?
Micro
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Impact Evaluation Process
(IEP)
to Clients & Society
IMPACT
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• Guerra-Lopez’s
Impact Evaluation
Process (2007;
2012) provides the
tactical steps in
which to identify
and build a
customized
organizational SEI
model.
Value added
Recommendations for Improvement
Data Analysis
Data Collection Methods
Data Sources
Continually
Improve
Measurable Indicators
Decisions & Objectives
Stakeholders & Expectations
FOUNDATION
Value added
to Clients & Society
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The SEI model is characterized by four primary characteristics:
1. System indicators
2. Real-time data
3. Automation, and
4. Performance improvement focus (primarily gap identification
and causal analysis).
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The SEI model
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• Harless’ “Grand Conspiracy” – basing a school on systems
thinking which starts with user needs and end
accomplishments
• Central Educational Center – a join venture of societal
stakeholders
• Charter School
• Designed using ADDIE
• Embraces innovation and the concept of educational
informatics and real-time data
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CEC Overview
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Systemic Educational
Informatics (SEI) Model
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The Mega level
represents the
societal level and
requires that an
organization
measures its
intended valueadded impact on
society itself (Of what
value are we to
society?) to ensure
proper alignment.
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Systemic Educational
Informatics (SEI) Model
The Macro level
involves the medium
term goals of the
organization and
stakeholders, the more
immediate or direct
impact that benefits
the organization itself
(What does success
mean and look like for
our organization?).
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Systemic Educational
Informatics (SEI) Model
The Micro level
involves internal
building-block results
of the organization
(What short-term
products have to be
accomplished by teams
and individual
organizational
members?) (Kaufman,
2006; 2011).
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CEC’s
SEI Model
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CEC’s Mega Level
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CEC’s Macro Level
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CEC’s Micro Level
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SEI Model – Data view
CEO
Macro
Google
Doc
Data
Micro
Data
Database
Data
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Mega
Data
Data
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CEC SEI Model Dashboard
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• Here is the initial design
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CEC – SEI Model
• Information about CEC, a systemic change effort
• Scientific application of continuous evaluation called for in ADDIE
process
• Data leads to information, which leads to knowledge; collectively
HPT
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• Educational Informatics
• SEI models can accompany all systemic change efforts
• Real-time formative and summative evaluation
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Refining Model (add input activities and data layers)
Establishing targets
Populating data
Pilot the model
Scalability
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Next Steps
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Joe Harless, “The Eden Conspiracy”
Anthony Chow, “Systems Thinking and 21st Century Education”
Mark Whitlock – [email protected]
Anthony Chow – [email protected]
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Resources
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Thank You!
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Q&A
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