changing the production function in higher education candace thille, director, open learning...
TRANSCRIPT
Changing the Production Function in Higher Education
Candace Thille,
Director, Open Learning Initiative
“Improvement in Post Secondary Education will require converting teaching from a ‘solo sport’ to a community based research activity.”
—Herbert Simon
What is Carnegie Mellon’s Open Learning Initiative?
Scientifically-based open online learning environments designed to improve both quality and productivity in higher education
Team-based design and development
Community-based Research
Learning Dashboard Team led by Dr. Marsha Lovett
Single Student View
What Are the Affordances of the Technology?
“The Killer App”
Feedback Loops for Continuous Improvement
Learning Curve Analysis
DataShop: Pittsburgh Science of Learning Center
LearnLab: Transforming Education Research
English Reading English Reading TutorTutor
Chemistry Virtual Chemistry Virtual LabLab
Algebra Intelligent Algebra Intelligent TutorTutor
Ed tech + wide use = “Basic research at scale”
+ =
NSF Science of Learning Center• 10 years, ~$50 million• Tech enhanced courses,
assessment, & research• School cooperation
for data collection
Strategy for Educational Improvement
“Improvement in Post Secondary Education will require converting teaching from a ‘solo sport’ to a community based research activity.”
—Herbert Simon
OLI receives generous financial and intellectual support from: The William and Flora Hewlett Foundation, The Bill and Melinda Gates Foundation, The Lumina Foundation, The Spencer Foundation, The Kresge Foundation, The Walter S. Johnson Foundation, and Carnegie Mellon University
LearnLab is funded by The National Science Foundation and IES
What is a Cognitive Tutor?
A computerized learning environment whose design is based on cognitive principles and whose interaction with students is based on that of a (human) tutor—i.e., making comments when the student errs, answering questions about what to do next, and maintaining a low profile when the student is performing well.
Basic Premise
It’s not teaching that causes learning. Attempts by the learner to perform cause learning, dependent upon the quality of feedback and opportunities to use it.
Grant Wiggins
President, Center of Learning Assessment
Better insight => better courses
• Past research– Careful “cognitive task
analysis” produces much better courses
OLI Chemistry, equilibrium topicPreviously: 20% correct on examAfter analysis & redesign: 60%
Flat learning curve =>Discovery opportunity!
• New opportunity– Ed tech provides data
for automated analysis