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Metaphors for analytics: What they tell us and what they dont

Chuck Dziuban Patsy Moskal University of Central Florida

We are always looking for classification schemes

A metaphor maps cognitive structures from one domain onto another

Something I dont understand in terms of something I do understand

Why metaphors?
Because Im not clear about what you are saying

If we are right in suggesting that our conceptual system is largely metaphorical, then the way we think, what we experience, and what we do every day is very much a matter of metaphor.
-George Lakoff & Mark Johnson

Lako, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago Press.

Our metaphors create a conceptual framework to help us understand our emerging technological world.
- Katrina A. Meyer

Meyer, K. (2005). Common metaphors and their impact on distance educaIon: What they tell us and what they hide. The Teachers College Record, 107(8), 1601-1625.

Some of our favorite metaphors


Time is a moving object

Ideas are food Mind is a container Good is up, bad is down

Some of our favorite metaphors


Time is a moving object

Ideas are food Mind is a container Good is up, bad Is down

Lifes a tale told by an idiot


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Metaphors for technology


Viruses The web

The net Files Surng


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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/ http://www.riosalado.edu/ http://www.starfishsolutions.com/

RioPace Starfish

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What kind of error can you tolerate?


Student Status Predic3on OK Problem OK Problem x x

The Taylor Russell Problem revisited


Taylor, H. C., & Russell, J. T. (1939). The relaIonship of validity coecients to the pracIcal eecIveness of tests in selecIon: discussion and tables. Journal of Applied Psychology, 23(5), 565.
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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/

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A work out room: Build your academic muscles


Sequential progress through prerequisite skills Carnegie-Mellon OLI
http://oli.web.cmu.edu/openlearning/ http://www.capella.edu/

Capella University

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Novice

Advanced beginner

Competent procient expert

Berliner, D. C. (1988). The Development of ExperGse in Pedagogy. AACTE PublicaIons, One Dupont Circle, Suite 610, Washington, DC 20036-2412.
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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). The Use of Personality Components in the InterpretaIon of Career Indecision. Journal of College Student Personnel, 25(6), 509-12.

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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/informationtechnology/degree-compasswhat

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A trawl net
Gives us all your data and we will devise a plan Civitas Learning
http://civitaslearning.com

Predictive Analytics Reporting Project


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

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Big data, big noise

Support vector machines

Nave bayesian models

The era of Big Data only seems to be worsening the problems of false posiIve ndings in the research literature.
-Nate Silver
Silver, N. (2012). The signal and the noise: Why so many predicGons fail but some dont. Penguin Press.

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A community
Lets rock the place SoLAR
Inter-disciplinary network of international researchers
Open learning analytics http://www.solaresearch.org

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Life in Boundary Objectville

Star, S. L., & Griesemer, J. R. (1989). InsItuIonal ecology, translaIons and boundary objects: Amateurs and professionals in Berkeleys Museum of Vertebrate Zoology, 1907- 39. Social Studies of Science, 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


Gang ATM Trawl net Liquid network Boundary Objectville GPS Community Radar Landscape Workout room

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Can we eliminate the need for analytics?

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Tangelo Park

Tangelo Park

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Tangelo Park A new kind of philanthropy

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Program components at no cost in perpetuity


Early Childhood Education

Parent Leadership

Vocational
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Scholarships

Tangelo Park Program impact


Crime
53% reduction

High school graduation rate


Approaching 100%

Completion rates if entered



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Community college: 32% Vocational school: 83% College/university: 77% Graduate school: 83%

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


For more information contact:
Dr. Chuck Dziuban Charles.Dziuban@ucf.edu Dr. Patsy Moskal Patsy.Moskal@ucf.edu hMp://rite.ucf.edu hMp://www.if.ucf.edu/

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