Leverage Analytics to Improve Online and Social Media Professional Development
•Télécharger en tant que PPTX, PDF•
0 j'aime•512 vues
Presented at the 2014 POD Network Conference As professional development occurs increasingly online and through social media, assessing the quality and effectiveness of programs and resources becomes significantly more complex. It is important to evaluate such initiatives, however, and to develop new tools to do so. In most cases the data is already available, but organizations need to collect and leverage the analytics for evaluation and improvement. In this session, participants will learn about the analytics tools available to gather data on the use and effectiveness of online and social media professional development resources and will draft a strategy to implement analytics in their own organizations.
Recommandé
Recommandé
Contenu connexe
Similaire à Leverage Analytics to Improve Online and Social Media Professional Development
Similaire à Leverage Analytics to Improve Online and Social Media Professional Development (20)
Plus de Stephanie Richter
Plus de Stephanie Richter (17)
Dernier
Dernier (20)
Leverage Analytics to Improve Online and Social Media Professional Development
- 1. Leverage Analytics to Improve Online and Social Media Professional Development View the slides at facdev.niu.edu/pod14analytics
- 2. About Me Stephanie Richter Assistant Director srichter@niu.edu @slrichter
- 3. The Need for Web and Social Media Analytics
- 4. Mission …to promote excellence and engagement in teaching and learning, in support of Northern Illinois University's Mission. We strive to accomplish this through a variety of services, which provide opportunities, programs, and resources to support effective teaching and demonstrate best use of instructional technologies
- 5. Faculty Development and Instructional Design Center
- 6. Growth in Web Resources • Increase in support needs • Expansion in technology features • Decrease in resources • Increase in remote (adjunct) faculty • Faculty preference for DIY and just-in-time • Are you seeing the same pressures?
- 7. Faculty Development and Instructional Design Center niu.edu/facdev
- 8. Teaching with Blackboard niu.edu/blackboard
- 10. Academic Integrity Tutorial niu.edu/ai
- 11. Responsible Conduct of Research Tutorial niu.edu/blackboard
- 12. Social Media @facdev @NIUBlackboard @NIUTeachOnline facdev facdev
- 13. What web or social media resources do you offer?
- 14. Assessment Plan
- 15. How do you assess web and social media resources?
- 16. Web Analytics
- 17. Analytics The use of data, statistical analysis, and explanatory and predictive models to gain insights and act on complex issues Bichsel, 2012, p. 6
- 18. On Data • Data let you answer questions – Are our resources being used? – What is being used? – How are they being used? – Why?* *May not be possible, or at least not easy
- 19. Why Google Analytics? • Measure utilization easily • Measure behavior (with some work) • Key terms – Traffic: Pageviews or Users, per given time span – Visits/Sessions: A (default) 30-minute sliding activity window – Hits/Pageviews: A webpage request from a web browser – Visitors/Users: A unique ID set by Google per browser
- 20. What can GA do? Screenshot from Google Analytics
- 21. What can GA do? Traffic for Teaching w/ Bb, Aug. 16, ‘13 – Aug. 15, ‘14 Fall 2013 Spring 2014 Summer 2014 Pageviews 140,951 128,990 39,630 Users 48,236 48,462 17,531
- 22. What can GA do? Geography of Sessions to Teaching w/ Bb, 95.07% from the US 67.04% from Illinois Aug. 16, ‘13 – Aug. 15, ‘14 ~160 countries
- 23. What can GA do? Top 5 Pages for Teaching w/ Bb /index /students/safeassign /assess/safeassign /students/index /faq/qa/safeassign 135,207 27,635 5,994 4,408 4105 Deeper analysis: • Traffic over time, per page • Categorizing pages
- 24. What can GA do? Top 10 Browsers Desktop v Mobile
- 25. What can GA do? Top 10 visiting schools
- 26. Google Analytics Resources • Get started with Analytics • How To Set Up Google Analytics Account Setup 2014 (YouTube tutorial) • Setup Checklist (for all/advanced features) Access the links at facdev.niu.edu/pod14analytics
- 28. Social Media Presence @facdev @NIUBlackboard @NIUTeachOnline facdev facdev
- 29. What social media do you use? How do you know it is useful?
- 30. Key Terms • Users – Follower: someone who sees Twitter posts in their stream – Like: someone who (maybe) sees your posts on Facebook in their News Feed – Subscriber: someone who received notifications of new videos posted on YouTube
- 31. Key Terms • Engagement – Retweet: someone shares your Twitter post with their followers – Favorite: someone appreciates or approves of your tweet – Like: someone appreciates or approves of your Facebook post – Share: someone reposts your Facebook post to their friends – View: someone begins watching a video on YouTube
- 32. Sources of Analytics • Twitter: Twitter Ads – Impressions (views) – Engagement (all clicks, retweets, replies, follows, and favorites) • Facebook: Insights – Likes – Reach – Engagement • YouTube: Analytics – So many things!
- 33. Tracking • Mandated by Web Communications – Must be submitted monthly via Google Form • We keep a separate copy for our reference
- 34. Followers on Twitter 800 700 600 500 400 300 200 100 0 Aug '13 Sep '13 Oct '13 Nov '13 Dec '13 Jan '14 Feb '14 Mar '14 Apr '14 May '14 June '14 July '14 @facdev @niublackboard @niuteachonline
- 35. Twitter Analytics – Tweet activity
- 36. Twitter Analytics - Followers
- 37. 200 195 190 185 180 175 170 165 160 155 150 Likes on Facebook 8/13 9/13 10/13 11/13 12/13 1/14 2/14 3/14 4/14 facdev
- 39. Views on YouTube 1400 1200 1000 800 600 400 200 0 8/13 9/13 10/13 11/13 12/13 1/14 2/14 3/14 4/14 facdev
- 41. Other Data Sources • Authenticated resource tracking • Online question submission • Requests to use materials • MailChimp
- 42. Conclusions
- 43. What We Have Learned • Online resources are heavily used, at NIU and around the world • Top pages are a priority for updates • Popular topics may need additional resources or workshops • Mobile users are a small but growing group • Significant site traffic comes from other universities and colleges • Social media engagement is growing but needs further analysis
- 44. Next Steps • Look at traffic to segments of content instead of single pages • Identify trends in topics over time • Compare website trends to consultation trends and workshop schedule • Investigate user behavior more deeply – page visits vs. searches – page visits vs. question submission – in-page behavior
- 45. Questions? Stephanie Richter srichter@niu.edu @slrichter View the slides at facdev.niu.edu/pod14analytics
- 46. References • Bichsel, J., 2012. Analytics in higher education: Benefits, barriers, progress, and recommendations. Louisville, CO: EDUCAUSE Center for Applied Research. Available from: http://net.educause.edu/ir/library/pdf/ERS12 07/ers1207.pdf [Accessed 21 February 2014].
Notes de l'éditeur
- Our Center’s services have grown rapidly into the digital arena, which requires new methods of assessing and evaluating use & effectiveness
- Describe the Center – Offer Programs, Consultations/Mentoring/Observations, and provide resources, including Instructional Guide, tutorials, and Blackboard documentation
- Describe Blackboard documentation site
- The department maintains a presence on several social media networks, including 3 accounts on Twitter, one Page on Facebook, and multiple YouTube channels and playlists. These accounts are used to connect with faculty and share tips and news. YouTube is also used to store tutorial videos for streaming.
- The department maintains a presence on several social media networks, including 3 accounts on Twitter, one Page on Facebook, and multiple YouTube channels and playlists. These accounts are used to connect with faculty and share tips and news. YouTube is also used to store tutorial videos for streaming.
- The important distinction here is between analytics on Users and analytics on Engagement (who has viewed, liked, shared, retweeted, etc.). Both are important pieces of analyzing social media
- Slow but steady growth in numbers of followers Need to promote @niuteachonline more to increase the number of followers Need to consider INTERACTIONS (such as retweets, favorites, and clicks) in addition to followers
- Smaller group of followers on Facebook, but often more engagement than on Twitter (clicks, comments, likes)
- More sporadic, but generally rising Not very many subscribers, but that is OK Also measure views from embedded player on our website pages (some require log in to track specific campus users)