Utilizing Tableau visualization software to tell your powerful story to multiple audiences – Showcasing our StopDrop project to empower you to tell your own data story.
Goals:
At the conclusion of the presentation the audience will have:
- Benefits of using tableau to tell your data “story” to multiple audiences
- Basic understanding of how to use tableau to create your story as a novice with little data background
- Understanding of how to get more from your data through our StopDrop project as an example
- Information on how some users may be able to gain a free license to Tableau
- Information on a free open rubric, informed by the OLC Scorecard indicators
Please provide a longer description of the presentation.
Do you have limited financial and human resources to support online course design? Is your focus on new course design leaving little time to refresh existing courses? Do you have online courses within your programs that have become notorious for student stopouts and program dropouts, yet you have been unable to influence faculty to redesign the course, or administration to provide you with additional funds? Then this session is for you.
Our office oversees nearly 30 fully online programs from development through design. In 2017, the US News and World Reports ranked our programs #10 in Online Graduate Education Schools, an endorsement of our engaged students and faculty experts. With a small staff, we are limited in both human and financial resources, yet tasked with new and continuous improvement of over 250 online courses. Maintaining and presenting our data beyond basic enrollment is time consuming and only useful when tailored to each audience (faculty, administration, designers, promotional web content).
This presentation reviews our use of tableau visualization software to create a dynamic data “story” customized for each audience in our constituency. Using our enrollment spreadsheets, we created a multi-year story called “StopDrop”. We will share how we identified and used tableau to visualize the range of courses in a program, from those with high student retention and subsequently low or no program dropouts to those with high stopout rates followed immediately by program dropout. DesJardins defines Stopout as the first occurrence of non-continuous enrollment (1994), building off this definition; we dubbed courses with high stopout rates followed by immediate program dropout as StopDrop courses.
This process empowered us to use data to tell a powerful story gaining both faculty and administrative support. This led to a small pool of funding to review and refresh StopDrop courses via the Open SUNY Course Quality Review (OSCQR) rubric. The OSCQR rubric was created for the 64-Campus State University of New York (SUNY) system, informed by the Online Learning Consortium scorecard indicators, presenters will share access to the open resource with attendees.
Participants will be asked to share their own best practices in this area which we will capture and share post-conference.