Evaluate 2.1.1 Data Driven Instruction, Analytics, Reporting Tools

In an online environment, data create a mental snapshot of the student when the teacher has nothing to go on. Synchronous sessions provide a more complete formation of the student's profile. As virtual instructors, we need to be mindful of "limiting students to their academic data." Understandably, data are helpful but are just one aspect of a unique and talented individual - talented in some way, but perhaps not necessarily in the subject matter taught by the particular teacher.

Student Enrollments

A student's enrollments inform the teacher of his class load and provide an idea of the student's academic rigor. Course selection and combinations (i.e. 2-3 AP courses taken the same semester)  also speak to the required estimated study time to be successful given a particular class load. A "gap" in this data would include: Does the student have a job? If so, how many hours are worked weekly? Does he play sports? All year long? Is he involved in extracurricular and community-based activities? How many hours a week are dedicated to these endeavors? Again, data is helpful but incomplete at best.

After a few introductory assignments have been completed (so I can get an idea of work style and time management - Are assignments thoroughly done or the bare minimum submitted?, When are these assignments submitted - systematically or at the last minute?) and we have had the 1st or 2nd asynchronous session, I then feel comfortable placing my students in groups. I'm mindful of personality type and actual class performance (vs student's perceived potential based on grades from other courses). I strongly believe that all students can learn from one another, so I am proponent of mixed-ability groupings.



Student Progress in the Course

Student progress is the reflection of several factors/behavioral habits that collectively form a picture. Does the student log in daily? How much time is spent on the home page reading the daily updates? Reading the teacher's "Tips" for success in the course? Or, does the student immediately go to the assignment without reading the lesson first? Does he participate in the discussion boards? Attend synchronous sessions? Reach out when he experiences difficulty?

As a Virtual Teacher for GVL, I have to use the data (analytics & reporting tools) to help me answer these questions and then, more importantly, propose solutions to these factors/behavioral habits to all the stakeholders involved so that we, collectively, can detect potential problems early addressing them immediately so they don't manifest into something harder to remedy.