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

cthille@cmu.edu

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