Technology-Enhanced Learning And Data Analytics Marsha C. Lovett, Ph.D. Director, Eberly Center for Teaching Excellence & Educational Innovation Teaching 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 discoveries Transforming research into practice Learning Dashboard for analytics Best practices for video capture Rich 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 discoveries Transforming research into practice Learning Dashboard for analytics Best practices for video capture Rich 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/ 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)