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Strategy for Educational Improvement

Continuous Improvement in Teaching and Learning Candace Thille, Director OLI Carnegie Mellon www.cmu.edu/oli. Strategy for Educational Improvement. Goal Directed Practice & Targeted Feedback are Critical to Learning. Synthesize and Apply Skills and Concepts to Solve Authentic Problems.

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Strategy for Educational Improvement

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  1. Continuous Improvement in Teaching and LearningCandace Thille, Director OLICarnegie Mellonwww.cmu.edu/oli

  2. Strategy for Educational Improvement

  3. Goal Directed Practice & Targeted Feedback are Critical to Learning

  4. Synthesize and Apply Skills and Concepts to Solve Authentic Problems

  5. “The Killer App” feedback loops for continuous improvement

  6. OLI Review: Apply learning science research and scientific method to course development, implementation and evaluation Environments are developed by teams of content experts (and novices), learning scientists, HCI, software engineers Feedback loops for continuous improvement What Difference Does This Make?

  7. Accelerated Learning Results • OLI students completed course in half the time with half the number of in-person course meeting • OLI students showed significantly greater learning gains (on the national standard “CAOS” test for statistics knowledge) and similar exam scores • No significant difference between OLI and traditional students in follow-up measures given 1+ semesters later

  8. “The Killer App” feedback loops for continuous improvement

  9. Learning Curve Analysis on Stoichiometry Data www.learnlab.org

  10. Researchers Schools Researchers Schools Learn Lab PSLC: www.learnlab.orgLearnLab: Like a research hospital for learning • Tech enhanced courses • Intelligent tutors, virtual lab simulations, language dialogs, multimedia, … • Data on what works best Chemistry virtual lab(David Yaron, Candace Thille) Physics intelligent tutor(VanLehn, van de Sande) REAP vocabulary tutor (Maxine Eskenazi+)

  11. Carnegie Learning Cognitive Tutor: Carnegie Learning Cognitive Tutor: More than 2,600 Schools & 500,000 students www.carnegielearning.com

  12. Many studies of Cognitive Tutor Algebra effectiveness • 11 study reports available • From 1994 to present, 11 different districts • More than 8000 students in these studies • Most run independently of Carnegie • Significant positive results in 9 of 11 • Two found no difference • All study results available at carnegielearning.com www.carnegielearning.com Koedinger, Anderson, Hadley, & Mark (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8.

  13. Students get problems online Students get instant feedback Instant reports to teachers www.assistments.org Field Studies: 1000s of grade 6-10 math students in urban district outside Boston

  14. Assistments Results Better at predicting student knowledge by considering # of attempts, amount of tutoring assistance and how fast a student solves a problem. Feng, M., Heffernan, N.T., & Koedinger, K.R. (2009). Addressing the assessment challenge in an Intelligent Tutoring System that tutors as it assesses. The Journal of User Modeling and User-Adapted Interaction. Vol 19: p243-266. Control for time and ASSISTments is a better assessor than traditional paper and pencil. Feng, M. & Heffernan, N. (2010) Can We Get Better Assessment From A Tutoring System Compared to Traditional Paper Testing? Can We Have Our Cake (Better Assessment) and Eat It too (Student Learning During the Test)? Educational Data Mining 2010. www.assistments.org

  15. Virtual Assessment Multiple Forms of Complex Measures Products of Inquiry- Create conclusions and select evidence Processes of Inquiry- Gather data and interview people Harvard School of Education, Chris Dede http://virtualassessment.org

  16. Links to other views An opened note A build-on note A note Knowledge building: Engage students in creative knowledge work, with literacy as a by-product. Institute for Knowledge Innovation and Technology, OISE/UTMarlene Scardamaliawww.ikit.org

  17. Legend A red-circled node = a contributor A blue-squared node = a view Tie= strength of knowledge-building (note contribution from a contributor to a view) as measured by the unit of analysis: Strong (Core) Collaboration Weak (periphery) Collaboration Weak (periphery) Knowledge-interaction Strong (core) Knowledge-interaction Institute for Knowledge Innovation and Technology, OISE/UTMarlene Scardamalia www.ikit.org

  18. Pasteur’s Quadrant Stokes argues basic/applied goals need not trade off  X

  19. URLs for more information: • Open Learning Initiative (Carnegie Mellon): www.cmu.edu/oli • Pittsburgh Science of Learning Center (Carnegie Mellon): www.learnlab.org • Algebra & Geometry Cognitive Tutors (Carnegie Learning): www.carnegielearning.com • Assistments (Worcester Polytechnic Institute): www.assistments.org • Virtual Assessments (Harvard): http://virtualassessment.org • Knowledge Building (University of Toronto): www.ikit.org

  20. “Improvement in Post Secondary Education will require converting teaching from a ‘solo sport’ to a community based research activity.” —Herbert Simon Open Learning Initiative: www.cmu.edu/oli Candace Thille: cthille@cmu.edu

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