1 Pearson Research John T. Behrens,Ph.D. Pearson Center for Digital Data, Analytics, & Adaptive...

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Pearson Research

John T. Behrens,Ph.D.Pearson Center for Digital Data, Analytics, & Adaptive Learning12 September, 2012

Agenda

• Me• The centers• My Center• Two things we think about

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Pearson Research & Innovation Network

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Foci of the Center

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Three Epistemic Frames of the Center


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Four goals•Research•Communication•Product Vision•Capacity Building in Company and Field

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How does a small center have big impact?

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Idea 1

Consider the data presented by Anscombe (1973):

• Y-mean = 7.5, sd=2.03• X-mean = 9, sd = 3.3• Slope = .5 with intercept of 3• Correlation of r = .83• Picture the data in your mind (or otherwise if you

philosophically object to “mind”)

If you think the data look like this, then you are right

or, if you think the data look like this, then you are right

All of these patterns have the same algebraic summaries, but dramatically different data patterns!

Conclusion 1

• Algebraic summaries lie, so we need to use graphics!

Now, consider this small set of numbers which we may see in quiz scores.

• 1,1,2,2,3,3,4,4,5,5,5,5,6,6,6,6,6,6,7,7,7,7, 8,8,9,9,10,10,11,11

• Lets see how graphics can help.

Here is a histogram of the data:

Notice the structure of slight skew that we could not see in the listing of data.

Bin width = 1

Bin width = 2

Some more histograms of the same data

Bin width = 1.5,

intervals start at 1.

Bin width = 2,

intervals start at 1.

Even more histograms of the same data

Which is the real picture of the data?

Evolving Communication Framework


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Idea 2

A general adaptivity loop


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100 90 80 70 60 50 40 30 40 50 Combine observations & Update Profile

If A and B then activity = Z

Give Activity& Collect WP

Look at Profile and choose Activity

Identify features & make observationsX1

X2

X3

X4

Xn

If A and B then X1 = 1

If C then X2 = “P”

CAT (in item paradigm)


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100 90 80 70 60 50 40 30 40 50 Combine scores & Update Profile

Give Item & Collect Answer


Identify correctness & make score

X1

X2

X3

X4

Xn



The Practice Tutor


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(To move in ZPD)

Give Activity & Collect Work


Identify features & make observationX1

X2

X3

X4

Xn



The Game


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(To Maximize Motivation)




X2

X3

X4

Xn



Wouldn’t it be interestingTo work at a company that did all these things?

Digital Desert Digital Ocean

Disconnected intrusions Ongoing ubiquitous data

Small samples of data Dramatically large and ubiquitous

Special intrusive systems to get data

Data built into daily activity

Lack of data requires special focused inputs

“Items” no longer exist

Absence of data requires inferential stretch

Availability of data lessons need for inference

Data scarcity leads to small sample science (e.g models of expertise)

Data ocean leads to improved understanding of detailed mechanisms & rules (automated automated scoring)

“Exam” ignorant of your state

Activity starts with access to previous history

Data outside classroom not even considered

Data is data no matter where it is


And what will this do for current concepts and boundaries?

• Curriculum and Assessment?• Games and instruction?• Games and assessment?• Formal and informal?• Formative and Summative?• Schooling and Education• In school / out of school


And perhaps more important…

Summative Autopsy

Formative Check up

Embedded Ubiquitous Unobtrusive StealthInvisible

Heart Monitor


Say the summary here

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Thanks!

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1 Pearson Research John T. Behrens,Ph.D. Pearson Center for Digital Data, Analytics, & Adaptive...

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