Moderator: Dr. Jill Buban, Senior Director of Research and Innovation, Online Learning Consortium.
Panel Presentation: Learning Analytics
Dr. Jill Buban, OLC
Dr. Jill Buban is the Senior Director of Research and Innovation for the Online Learning Consortium. Prior to joining the Online Learning Consortium, Dr. Buban was the Assistant Provost for Research & Innovation at Post University. In this role, Buban instituted university-wide initiatives with a forward thinking, student-centered focus. These initiatives included, but were not limited to, the university’s transition to digital course materials, the creation of an online academy for high school students, competency-based learning initiatives, professional developing credentialing, articulation agreements, enrollment management, oversight of all academic publications, as well as a variety of teaching and learning initiatives. Prior to joining Post University, Buban worked in Academic Affairs at SUNY Empire State College. She collaborated on a variety of online learning initiatives including the implementation of ePortfolios, open learning access and opportunities, and prior learning assessment. Dr. Buban continues to study and present on topics surrounding effective technology use for adult learners in online environments. She is a member of the SSEA Communications Committee, an organization for which she was named an Emerging Scholar in 2012. Given the opportunity, Buban continues to teach in the areas of adult and online learning.
Panelists:
Dr. Patsy Moskal, UCF
Patsy Moskal, is the Associate Director for the Research Initiative for Teaching Effectiveness (RITE) at the University of Central Florida (UCF) where she has been a faculty member since 1989. Since 1996, she has served as the liaison for faculty research of distributed learning and teaching effectiveness at UCF. Patsy specializes in statistics, graphics, program evaluation, and applied data analysis. She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as an evaluation consultant to school districts, and industry and government organizations. She has also received funding from several government and industrial agencies including the National Science Foundation and the Alfred P. Sloan Foundation. In 2011, she was given the honor of being named a Sloan-C Fellow. She has co-authored numerous articles and chapters on blended and online learning and is a frequent presenter at conferences and to other researchers.
John Vivolo, NYU
John Vivolo, is the Director of Online and Virtual Learning for New York University. John partners with faculty to devise a set of pedagogical and technical practices often known as “Best Practices for Online Learning.” Working to create a rich and interactive learning experience, John also researches new methods and technologies to incorporate into online learning. In addition, John monitors and coordinates efforts to scale-up online learning at NYU. John recently put together a team of instructional designers and educational technologists to assist faculty in creating next generation online learning. This includes an Online Learning Production Studio and efforts to increase peer-to-peer learning and add elements of gamification. For 12 years, John taught both fully online and blended learning courses. In addition, John has hosted numerous faculty seminars and workshops in online learning. During this time, he has trained faculty in both the eLearning technology as well as how to effectively implement these technologies into online courses. He has presented at numerous conferences, including the Online Learning Consortium conferences. John is an OLC certifide instructor and recently completed the OLC IELOL Program.
Scott James, Data Scientist, PAR Framework
Scott James, is a Data Scientist for PAR Framework, a division of Hobsons. Scott builds predictive models for student success, develops visual representations of student data, and works one on one with institutional partners to identify actionable insights from their data. He has also worked on both institution-specific and cross-institutional research projects for partner institutions, and has co-authored an article on online course taking and student retention. He has a strong interest in using analytics and statistical methodologies to enhance decision making and drive policy changes in higher education. Before joining PAR, Scott led analytics projects for the USEPA and the Baltimore Ravens football team as an undergraduate and graduate student at North Carolina State University. Away from work, Scott serves as a mentor and tutor for at risk students in downtown Raleigh, helping students develop their math and literacy skills.