SAS-HUMANE2022-Data-Community.pdf

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1. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Data, analytics and a sense of community A personal journey and what data can tell us on the hybrid campus of the future Frederico Muñoz | Cloud & Architecture Lead, South West & East Europe – Customer Advisory
2. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Frederico Muñoz Cloud & Architecture Lead, Southwest & East Europe Customer Advisory SAS Institute https://www.linkedin.com/in/fsmunoz/ https://github.com/fsmunoz
3. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. The Grand Tour
4. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2008 | Copenhagen
5. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2008|A renewed call
6. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. A slight flashback...
7. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Somewhere in the 80s...
8. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. ... and somewhere in the 90s
9. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 1995 |A difficult decision
10. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Crossing the Rubicon
11. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2013|The restart
12. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Managing time
13. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2013|The restart 2013|Back to school
14. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Online learning & retention Perception of the most impacting aspects Gaytan, J. (2015). Comparing faculty and student perceptions regarding factors that affect student retention in online education. American Journal of Distance Education, 29(1), 56-66. 0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 0.5 Student self- discipline Quality of faculty and student interactions Institutional support to students Last grade received in an online course No transfer credit received by the student Faculty 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 Increased faculty instruction (e.g., modules) Meaningful feedback given to students Transfer credit received by students Maintaining an adequate GPA Institutional support to students Students
15. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2013|The restart 2013 | Different weekends
16. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Sense of community Traditional, blended, online Finally, one of the findings that we found to be surprising was the fact that students who worked had a stronger sense of community than those who did not work. Our first thought was that students who work would not have the time, nor the inclination, to be as involved in campus activities, and therefore they would not have as strong a sense of community. Our results showed the opposite to be true. Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distributed Learning, 5(2), 1-13.
17. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. The Campus as a living space
18. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2018 |The importance of "stumbling upon"
19. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Sense of community Traditional, blended, online 0 5 10 15 20 25 30 35 40 Traditional Blended Online Connectedness 32.5 32.7 29.29 Learning 35.88 34.26 33 Connectedness Learning Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses.International Review of Research in Open and Distributed Learning,5(2), 1-13.
20. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Sense of community Traditional, blended, online Course quality can vary due to a number of factors including available technology and the capabilities of professors who design and teach the courses. While technology has the great potential to enhance student’s active learning, the use of technology requires a compatible pedagogy to achieve its benefits. Consequently, within each type of course, sense of community among students is likely to co-vary based on the values and abilities of the professor. Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distributed Learning, 5(2), 1-13.
21. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. How the pandemic affected retention Influence on dropout rates Olmedo-Cifuentes, I., & Martínez-León, I. M. (2022). UNIVERSITY DROPOUT INTENTION: ANALYSIS DURING COVID-19. Journal of Management and Business Education, 5(2), 97-117. Model 1 Model 2 Model 3 Model 4 Model 5 Student commitment 0.24 Satisfaction with online education -0.159 -0.16 Generic academic satisfaction -0.231 -0.237 -0.247 Academic motivation -0.543 -0.575 -0.581 -0.578 University experience -0.06 -0.379 -0.211 -0.292 -0.3 -100% -80% -60% -40% -20% 0% 20% University experience Academic motivation Generic academic satisfaction Satisfaction with online education Student commitment
22. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Esprit de corps
23. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. SAS Viya on IBM Cloud 2016 |School of Arts & Humanities
24. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Sense of community Interaction, campus & the educational benefits Interaction with students Interaction with faculty Campus involvement Sense of community Educational benefits .14 .11 .61 .41 .21 Wiseman, R. L., Gonzales, S. M., & Salyer, K. (2004). A cross-cultural analysis of students' sense of community, degree of involvement, and educational benefits. Intercultural Communication Studies, 13, 173-189.
25. C o p y r i g h t © 2 01 5 , SAS In s ti tu te In c . Al l ri g h ts r es er ve d .
26. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. New challenges with known solutions 95% of my assets drive out the gate every evening. I'ts my job to maintain a work environment that keeps people coming back every morning. - Jim Goodnight, CEO, SAS
27. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. The cost of accessibility
28. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Starting many times Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distributed Learning, 15(1), 133-160. The average MOOC course is found to enroll around 43,000 students, 6.5% of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length
29. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. The pandemic & remote learning
30. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. How the pandemic affected learning Challenges with online learning in general Asgari S, Trajkovic J, Rahmani M, Zhang W, Lo RC, et al. (2021) An observational study of engineering online education during the COVID-19 pandemic. PLOS ONE 16(4): e0250041. https://doi.org/10.1371/journal.pone.0250041 https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0250041 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% No access to a computer Sharing computer with others No access to a computer with camera/ webcam No internet access No reliable/high speed internet access No private/quiet space to work in Working to support myself or my family, therefore not enough time to study Time management Lack of motivation
31. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. How the pandemic affected learning Challenges with online video classes Asgari S, Trajkovic J, Rahmani M, Zhang W, Lo RC, et al. (2021) An observational study of engineering online education during the COVID-19 pandemic. PLOS ONE 16(4): e0250041. https://doi.org/10.1371/journal.pone.0250041 https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0250041 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% Did not have reliable internet connection Was not able to focus and follow lectures Felt socially disconnected from peers Felt Zoom fatigues (overwhelmed with multiple online sessions) Did not feel engaged
32. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. The use of technology and AI in education: the SAS perspective
33. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Technology in higher education Which role? The purpose of AI in education is to support the efforts of teachers and to largely take over the time-consuming tasks of teachers like keeping accurate records and the grading of scripts during examinations etc. These seeming benefits notwithstanding, innovations in AI technology that is responsible for the emergence of intelligent systems like the ‘Artificial Teaching Assistants’ ATA (BOSS Magazine, 2016) into the schooling and education systems, have given most scholars ample reasons to begin to question the role and place which AI should really play in today’s educational sector Ikedinachi, A. P., Misra, S., Assibong, P. A., Olu-Owolabi, E. F., Maskeliūnas, R., & Damasevicius, R. (2019). Artificial intelligence, smart classrooms and online education in the 21st century: implications for human development. Journal of Cases on Information Technology (JCIT), 21(3), 66-79.
34. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Use and adoption of Artificial Intelligence Early adopters & challenges SAS, The Enterprise AI Promise Study. August 2017 Early adopters 0 5 10 15 20 25 30 Self driving cars/connected cars Smart /virtual assistant (Echo, Siri, Alexa)… Automation of repetitive tasks Chat or Speech Bots Automation of decision-making/support Health science/care Personalized customer service… Predictive consumer behaviour/targeted… Predictive inventory management/supply… Common challenges 0 10 20 30 40 50 60 Changing scope of human… Ethical issues/legal… Global governance/slow legislative process Social issues/cultural change New job requiring new skills/lack of data… Data privacy issues & security/GDPR Basic income issue & taxes for robots Democratising AI technology… Tr ust & transparency issues Widening digital divide
35. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2013|The restart 2015 | The compulsion of copying 2017 | A detour
36. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2013|The restart 2015 | The compulsion of copying 2017 | A detour Most of the company’s philanthropic activities are focused on bridging a persistent “analytics skills gap by targeting worldwide education initiatives in STEM to ensure the next generation of innovators has the knowledge and skills to succeed.”
37. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. Technology outside and inside the classroom When and how? Computer simulation aids in the promotion of understanding of concepts through manipulations on the computer not otherwise available to students when taught in the traditional methodology. This study further supports the SAS assertion that the development of a learner centered education system with technology use as an adjunct significantly increases the achievement of students in the classroom. Lamb, R. L. (2008). Review of the Efficacy of SAS Curriculum Pathways on Student Understanding in Chemistry.
38. C o p y r i g h t © 2 01 5 , SAS In s ti tu te In c . Al l ri g h ts r es er ve d .
39. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. SAS OnDemand for Academics
40. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. The campus of the future
41. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. The campus of the future Some ideas from what we've covered Reduces barriers of entry, namely those around inflexible time management Maintains and promotes the Campus as a living space, tied with the city and the community Adapts the campus to new needs, for example, sound-proof spaces for remote working. Fosters the crucial sense of community, including remote learning in a global approach that includes the physical campus, the curricula, faculty, staff and students. Provides added convenience and choice in learning, while also providing guidance and focusing on dropout prevention. Adopts digital-first programmes, that use technology where it can make the most difference, using new or existing platforms. Uses fair and transparent evaluation mechanisms, that are aligned with the trust and prestige that higher education must preserve.
42. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. … and finally, students should consider that...
43. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2013|The restart 2015 | The compulsion of copying 2017 | You can't always get what you want
44. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. 2016 | But if you try sometimes
45. C o m pany Co nfid ential – For Internal Us e Only C o p yright © SA S I nstitute In c. A ll ri ghts reserved. well, you might find You get what you need
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