Technology-Enhanced LearningAnd Data Analytics

Marsha C. Lovett, Ph.D.Director, Eberly Center for Teaching Excellence & Educational InnovationTeaching Professor, Department of Psychology

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

Computational models of learning

Cognitive tutors double learning

100M data points enable discoveriesTransforming research into practice

Learning Dashboard for analytics

Best practices for video captureRich content, hybrid courses

Highly interactive w/ feedback

National impact/dissemination

Scalability + commercialization

History of successful spin-outs

4M end users licensed/enrolled

Distill the research on learning

Collaborate with faculty and graduate students

Design meaningful, effective educational experiences

Leverage data for ongoing improvement

Cognitively informed learning analytics

The Learning Dashboard uses

cognitive & statistical models to estimate students’ learning

states

• Teachers adapt their instruction to meet students’ needs

• Students focus their practice where they need it most

Computational models of learning

Cognitive tutors double learning

100M data points enable discoveriesTransforming research into practice

Learning Dashboard for analytics

Best practices for video captureRich content, hybrid courses

Highly interactive w/ feedback

National impact/dissemination

Scalability + commercialization

History of successful spin-outs

4M end users licensed/enrolled

< 50 hours~18% learning gain

Adaptive, Data-Driven OLI Course

Lovett, Meyer, & Thille (2008, 2010). See jime.open.ac.uk/jime/article/view/2008-14

Traditional College Course

> 100 hours~3% learning gain

CMU Statistics Study

Replicated 3 times at CMU External report by ITHAKA

Learning Dashboard

1. Informed by cognitive theory

Statistical models embed power law learning, forgetting…

2. Built on solid course design Learning outcomes, practice, feedback, …

3. Meeting teachers’ and students’ needs Actionable inferences from the data

At-a-glance views with drill-down detail

Learning Dashboard Summary

Summary

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!

“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)