ELIS 1.9 Manual

Why Use ELIS

Why use ELIS?:

More and more learning institutions and programs are being asked questions about how effective they are, and how they are working on improving their effectiveness. Whether it is corporate continuous improvement initiatives, regional and national accrediting bodies, school boards, parents, and state legislators, or the learners themselves, we are being asked to provide easy access to data that shows how effective our programs are. In order to get this kind of data easily, learning programs need a system that provides a structural framework for reports, easy storage and retrieval of long term longitudinal data, and a reporting system that generates ready to use reports quickly and easily. Providing this system so that it works seamlessly with your learning content in Moodle is a prime reason for ELIS.

Identify Effective Programs/Teachers/Trainers:
For example, many Learning Officers, Provosts, and administrators ask themselves how to identify programs and courses that are effectively improving learner's knowledge and skills, and how to know if efforts to improve those programs are effective.

Pre and Post Assessment:
To facilitate this effort, we implemented a Pre and Post assessment function into ELIS. For example you can assign Pre-assessment and Post-assessments for classes, and then measure the difference between the Pre-assessment and Post-assessments. This can help you assess if courses are effectively improving targeted knowledge in your program. If you have multiple trainers/teachers teaching the same class you can see the more effective ones over time - their learners show more improvement between the Pre-assessment and Post assessments over time. Also if you make adjustments to content or programs aimed at improving effectiveness, ELIS can help you determine the scope of the improvement. We also have functionality to show how much time learners are spending in the courses- so you can decide whether %5 improvement is worth the time it takes - if it takes extra time - for example.

Many of our users use Moodle quizzes (or offline tests with scores uploaded) for pre and post assessments - because it is quick and if the tests have high validity and reliability, effective. You could use other types of assessments - for example if you are teaching presentation skills, you might have learners create and submit a presentation at the start of the class, and then a revised presentation at the end of the class - any graded activity or groups of activities in a Moodle gradebook category can be used as a Pre and/or Post assessment. Ideally, effective trainers (and course material) should show improvement. More about Pre and Post Assesment.

Continuous Improvement:
This can also show improvement over time for the trainers/teachers themselves if you undertake changes aimed to improve teacher/trainer effectiveness. Ideally if I'm improving as a trainer, then the scores of my learners are improving over time - for example if my learners show an average 10% skill improvement one year, and a 15% next year. Overall measuring training/trainer/content/program effectiveness depends on how you are assessing the learning - if you have reliable and valid assessments and a good way of reporting on them, our ELIS tools make it straightforward to identify effectiveness, and provide the tools to help apply continuous improvement to your programs.

Improve Retention and Completion Rates for Online and Blended Learning Programs
The promise and potential to transform lives through online learning are enormous. However, sometimes the promises of certificates and degrees are never met. Learners fail to reach their potential, struggling to complete their coursework at a distance or dropping out altogether. In order to improve online student retention, especially during these difficult economic times, institutions need methods to track students, document progress, and put specific practices in place to ensure success.

ELIS' advanced reporting and notification features enable learning program administrators, advisers, and even parents/employers to know if the learners you are responsible for are progressing or struggling. ELIS also provides notification features that enable you to get in front of problems, know when learners are not enrolling, not logging in, not participating, and not spending time in their online learning environment.

Implement automated alerts upon key state changes

"An important technology feature of an analytical platform or other tactical decision-support system is the ability to automatically alert decision makers when a key state change occurs"1.

ELIS' Reports and Notifications enable you identify problems and respond to them before it is too late. ELIS' Reports can be scheduled for automatic delivery - so that you and/or others (such as teachers/trainers/advisers, etc.) can immediately know if learners are meet program goals. The long term data gathering and longitudnal reporting of ELIS Reports can show patterns of improvement (or decline) in learning program effectiveness, enabling you to evaluate the effectiveness of attempts to improve learning outcomes with content, practice, staff training, etc. ELIS Notifications send automated alerts when learners aren't enrolling in courses or participating as expected, enabling timely intervention well before a failure condition.

1. Public Sector Analytics: Optimizing Resource Usage with Data-Driven Decisions: White Paper 2011 Aberdeen Group, pp8.