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Technology-Enhanced Learning And Data Analytics

Technology-Enhanced Learning And Data Analytics. Marsha C. Lovett, Ph.D. Director, Eberly Center for Teaching Excellence & Educational Innovation Teaching Professor, Department of Psychology. Our approach to TEL is. Learner centered

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Technology-Enhanced Learning And Data Analytics

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  1. Technology-Enhanced Learning And Data Analytics Marsha C. Lovett, Ph.D. Director, Eberly Center for Teaching Excellence & Educational Innovation Teaching Professor, Department of Psychology

  2. Our approach to TEL is Learner centered “Learning results from what the student does and thinks…” Need targeting NOT tail wagging the dog Research based Standing on the shoulders of giants Data informed Leveraging data for ongoing improvement

  3. Computational models of learning Cognitive tutors double learning 100M data points enable discoveries Transforming research into practice Learning Dashboard for analytics Best practices for video capture Rich content, hybrid courses Highly interactive w/ feedback National impact/dissemination Scalability + commercialization History of successful spin-outs 4M end users licensed/enrolled

  4. Distill the research on learning Collaborate with faculty and graduate students Design meaningful, effective educational experiences Leverage data for ongoing improvement

  5. Cognitively informed learning analytics • Teachers adapt their instruction to meet students’ needs • Students focus their practice where they need it most The Learning Dashboarduses cognitive & statistical models to estimate students’ learning states

  6. Computational models of learning Cognitive tutors double learning 100M data points enable discoveries Transforming research into practice Learning Dashboard for analytics Best practices for video capture Rich content, hybrid courses Highly interactive w/ feedback National impact/dissemination Scalability + commercialization History of successful spin-outs 4M end users licensed/enrolled

  7. CMU Statistics Study Adaptive, Data-Driven OLI Course Traditional College Course Learning Dashboard > 100 hours ~3% learning gain < 50 hours ~18% learning gain Replicated 3 times at CMU External report by ITHAKA Lovett, Meyer, & Thille (2008, 2010). See jime.open.ac.uk/jime/article/view/2008-14

  8. Learning DashboardSummary Informed by cognitive theory Statistical models embed power law learning, forgetting… Built on solid course design Learning outcomes, practice, feedback, … Meeting teachers’ and students’ needs Actionable inferences from the data At-a-glance views with drill-down detail

  9. Research on learning – and ongoing data collection for iterative improvement – can guide our teaching and our effective use of technology For promoting learning: it’s not about the tool, the technology, or the medium… it’s about the student! Summary “Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.” Herb Simon (2001)

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