June 2013

Learning Engineer/Project Manager

Open Learning Initiative

Kim Larson

oli.cmu.edu

What is the Open Learning Initiative?

Scientifically-based open online learning environments based on the integration of technology and the science of learning with teaching. OLI is designed to simultaneously improve learning and facilitate learning research.

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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.

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Meta-cognitive skill development

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Practice Synthesizing and Applying Skills & Knowledge

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What Are the Affordances of the Technology?

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Data Collection & Feedback Loops for Continuous Improvement

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Single Student View

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Data Collection & Feedback Loops for Continuous Improvement

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Community-based Research

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Iterative improvement

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Iterative improvement

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Data Collection & Feedback Loops for Continuous Improvement

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LearnLab:Transforming Education Research

NSF Science of Learning Center•10 years, ~$50 million•Tech enhanced courses, assessment, & research•School cooperation for data collection

Ed tech + wide use = “Basic research at scale”

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Learning Curve Analysis

DataShop: Pittsburgh Science of Learning Center

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OLI Review:

• Apply learning science research and scientific method to course development, implementation and evaluation.

• Develop interactive learning environments collaboratively (teams of content experts and novices, learning scientists, HCI, software engineers).

• Feedback loops for continuous improvement.

• Communities of use, evaluation and improvement.

What Difference Does it Make?

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Proven Results

This study, conducted at Carnegie Mellon University, shows that students using the OLI statistics course at Carnegie Mellon achieved the same or better learning outcomes as students in the traditional course in half the time.

Lovett, M., Meyer, O., & Thille, C. (2008). The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education.

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Accelerated Learning Results

•OLI students completed course in half the time with half the number of in-person course meetings

•OLI students showed significantly greater learning gains (on the national standard “CAOS” test for statistics knowledge) and similar exam scores

•No significant difference between OLI and traditional students in the amount of time spent studying statistics outside of class

•No significant difference between OLI and traditional students in follow-up measures given 1+ semesters later

M. Lovett, O. Meyer, & C. Thille, C., “The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning,” Journal of Interactive Media in Education (2008).

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Proven Results

“The results of this study are remarkable; they show comparable learning outcomes for this basic course, with a promise of cost savings and productivity gains over time.”

Deanna MarcumManaging Director, Thaka S+R

Bowen, W.G., Chingos, M.M., Lack, K.L., & Nygren, T.I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. ITHAKA.

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Strategy for Educational Improvement

Data

TheoryEdTech

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OLI Funders

LearnLab is funded by The National Science Foundation award number SBE-0836012.

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 “Improvement in Post Secondary Education will require converting teaching from a ‘solo sport’ to a community based research activity.”

—Herbert Simon

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 kllarson@cmu.edu