RISE Analysis and OER

 

This week's reading topic is about Continuous improvement. RISE Analysis is a new knowledge point for me this week. It uses a scatter diagram to explain the relationship between resource usage and assessment grade. However, I prefer the above text table because it seems to explain the relationship between resource usage and assessment grade in the RISE Analysis more clearly for me.

As explained in this week's reading. The X-axis of the RISE Analysis scatter diagram represents the resource usage, and the Y-axis represents the assessment grade. The X and Y axes of the scatter diagram divide four quadrants and each quadrant has its own meaning. The meaning of quadrants is as follows:

• Quadrant 1 - Greater than average use, greater than average grades
• Quadrant 2 - Less than average use, greater than average grades
• Quadrant 3 - Less than average use, less than average grades
• Quadrant 4 - Greater than average use, less than average grade

At the same time, the distribution of each point on the scatter diagram has its own meaning. If the points are distributed in quadrant 1, the possible reasons for this could be that the resource was helpful in achieving outcomes or that the alignment between the resource and outcomes assessment was particularly good.

If the points are distributed in quadrant 2, this may indicate that the students had a high level of previous knowledge of the outcome, the assessment was too easy, or the content was easy to understand.

If the points are distributed in quadrant 3, this may indicate that the students were unmotivated for some reason or that the outcomes were difficult and the resources were not sufficiently helpful in supporting student understanding. 

If the points are distributed in quadrant 4, This may indicate that the resources or their assessments were poorly aligned to the outcome, the content was not helpful in preparing for the assessments, or that the assessments were too difficult. 

Through the above analysis, the teacher or instructor will find the problem. To fix the problem, they can create, modify, or adapt the course materials to better support their desired learning outcomes. It is not difficult to see that RISE Analysis can be well combined with OER. Teachers or instructors can work together to implement RISE Analysis and OER to make continuous improvement possible.

Watching! Here comes the readings!

• Wiley, D., Strader, R., & Bodily, R. (2020). Continuous Improvement of Instructional Materials. In J. McDonald & R. E. West, Design for Learning: Principles, Processes, and Praxis. EdTech Books.
• Bodily, R., Nyland, R., & Wiley, D. (2017). The RISE Framework: Using Learning Analytics to Automatically Identify Open Educational Resources for Continuous Improvement. International Review of Research on Distance and Open Learning, 18(2).
• The Cathedral and the Bazaar, Eric Raymond (This essay has 13 pages. Make sure to read them all by click the “Next” link at the bottom right of each page.)

Bonus Features

• The RISE Package for R: Reducing Time Through the OER Continuous Improvement Cycle
• Koedinger, K. R., McLaughlin, E. A., Jia, J. Z., & Bier, N. L. (2016). Is the Doer Effect a Causal Relationship?  How Can We Tell and Why It’s Important. In Proceedings of the Sixth International Conference on Learning, Analytics and Knowledge, pp.388-397. Edinburgh, United Kingdom.
• Good enough never is (or is it?), Eric Ries