Anthony Chow, Ph.D. Assistant Professor Department of Library and Information Studies

1. Educational InformaticsDesigning 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

2. Overview • Literature • Problem • Method • Results • Implications

3. Educational Informatics Educational informatics is: • Intersection of three disciplines: • teaching and learning, information science, and information communication technologies (ICTs) (Ford, 2004; Haythornthwaite, 2006; 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, BaptistaNunes, McPherson, & Webber, 2003, p. 299) • Educational informatics parallels the use of informatics in other fields • medical informatics, bioinformatics, and health informatics

4. Educational Informatics meets information science and systems design • Educational informatics and information science • The word “informatics” means the science of information • The word “analytics” means the logical organization and analysis of information • 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)

5. The Big Questions? • 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? • What data do we need to have by when to answer these questions?

6. Educational Informatics and Organizational Performance • 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 real-time, dash board fashion? Mega Macro Micro

7. Impact Evaluation Process (IEP) • Guerra-Lopez’s Impact Evaluation Process (2007; 2012) provides the tactical steps in which to identify and build a customized organizational SEI model.

8. The SEI model The SEI model is characterized by four primary characteristics: • System indicators • Real-time data • Automation, and • Performance improvement focus (primarily gap identification and causal analysis).

9. CEC Overview • 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

10. Systemic Educational Informatics (SEI) Model The Mega level represents the societal level and requires that an organization measures its intended value-added impact on society itself (Of what value are we to society?) to ensure proper alignment.

11. 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?).

12. 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).

13. CEC’sSEI Model

14. CEC’s Mega Level

15. CEC’s Macro Level

16. CEC’s Micro Level

17. SEI Model – Data view Mega CEO Macro Google Doc Micro Database Data Data Data Data Data

18. CEC SEI Model Dashboard • Here is the initial design

19. CEC – SEI Model • Educational Informatics • 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 • SEI models can accompany all systemic change efforts • Real-time formative and summative evaluation

20. Next Steps • Refining Model (add input activities and data layers) • Establishing targets • Populating data • Pilot the model • Scalability

21. Resources • Joe Harless, “The Eden Conspiracy” • Anthony Chow, “Systems Thinking and 21st Century Education” • Mark Whitlock – mark.whitlock@cowetaschools.net • Anthony Chow – aschow@uncg.edu

22. Q&A Thank You!