Presentation is loading. Please wait.

Presentation is loading. Please wait.

Philip Pavlik Jr. University of Memphis

Published byIsmo Jokinen Modified over 5 years ago

Similar presentations

Presentation on theme: "Philip Pavlik Jr. University of Memphis"— Presentation transcript:

1 Philip Pavlik Jr. University of Memphis
Step by Step In Vivo Experimentation Lecture 3 for the IV track of the 2012 PSLC Summer School Philip Pavlik Jr. University of Memphis

2 So, you want to run an in vivo experiment?
What is in vitro? Self-explanation (Chi, Bassok, Lewis, Reimann, & Glaser, 1989) What is in vivo? Example take from: Booth, Siegler, Koedinger & Rittle-Johnson (2008)

3 Step 0 Become an expert in a content area (e.g., electrodynamics).
Find a textbook Talk to an expert (Potentially the most time consuming step.)

4 Step 1 Hypothesis Self-explanation: A self-generated explanation of presented instruction that integrates the presented information with background knowledge and fills in tacit inferences. (from pslc wiki) Correct examples Facilitate construction of high-feature validity knowledge components. Incorrect examples Weaken low-feature validity knowledge components.

5 Step 2 Select a domain Select a LearnLab site Talk with instructors
Algebra, geometry, physics, chemistry, Chinese, English Select a LearnLab site Riverview High School Central Westmoreland Career & Technology Center Talk with instructors Collaboratively identify “hot spots” in curriculum.

6 Step 3 Develop materials Stimuli Tutor implementation Assessments

7 Corrective self-explanation
explanation of incorrect worked example

8 Typical self-explanation
explanation of correct worked example

9 Self-Explanation of Correct Examples
Step 4 Design Study Self-Explanation of Correct Examples No Yes “As-is” Control Typical Corrective Typical + Corrective (half of each) Self-Explanation of Incorrect Examples

10 Step 5 Formulate a Procedure – the steps with which the design is executed Pretest Two forms of the assessment Intervention Solve problems with Cognitive Tutor Algebra Post-test Take alternate form of assessment Get IRB approval

11 Step 6 Run experiment Send Log Data to DataShop Collect log files
Collect paper-based assessments Send Log Data to DataShop Test Hypotheses

12 Step 7 Report your results to the scientific community
Create a wiki page Give a conference talk Write a journal paper

13 Number of correctly answered problems

14 Number of conceptual errors

15 Goto Step 1 Using the results from your in vivo experiment:
Replicate with a new population Replicate with a new domain Replicate and Extend in a lab experiment

16 Summary Step: Goto Step 1 0. Become an expert
Generate a hypothesis (in vitro => in vivo) Select domain, site, instructors Develop materials Design study Formulate a Procedure Run experiment & log to DataShop Report your results Goto Step 1

17 Any Questions?

Download ppt "Philip Pavlik Jr. University of Memphis"

Similar presentations

The Scientific Method: DR HERC

The Scientific Method: DR HERC
The scientific method Standard 9.

The scientific method Standard 9.
Discourse Analysis of Students’ Research Papers Roman Taraban Texas Tech University July 2010.

Discourse Analysis of Students’ Research Papers Roman Taraban Texas Tech University July 2010.
1 In-vivo research on learning Charles Perfetti PSLC Summer School 2009.

1 In-vivo research on learning Charles Perfetti PSLC Summer School 2009.
Using Statistics Effectively in Statistics Education Research Sterling C. Hilton Brigham Young University.

Using Statistics Effectively in Statistics Education Research Sterling C. Hilton Brigham Young University.
Theoretical Relevance: 1 Theoretical Relevance Lecture 2 for the IV track of the 2012 PSLC Summer School Philip I Pavlik Jr. University of Memphis.

Theoretical Relevance: 1 Theoretical Relevance Lecture 2 for the IV track of the 2012 PSLC Summer School Philip I Pavlik Jr. University of Memphis.
Supporting (aspects of) self- directed learning with Cognitive Tutors Ken Koedinger CMU Director of Pittsburgh Science of Learning Center Human-Computer.

Supporting (aspects of) self- directed learning with Cognitive Tutors Ken Koedinger CMU Director of Pittsburgh Science of Learning Center Human-Computer.
July 14, 2009In vivo experimentation: 1 In vivo experimentation IV track Intro for the 2012 PSLC Summer School Philip Pavlik Jr. University of Memphis.

July 14, 2009In vivo experimentation: 1 In vivo experimentation IV track Intro for the 2012 PSLC Summer School Philip Pavlik Jr. University of Memphis.
Engage! Think! Communicate!. Link professional world & student applications.

Engage! Think! Communicate!. Link professional world & student applications.
Interview Effects on the Development of Algebraic Strategies Howard Glasser and Jon R. Star, Michigan State University Purpose/Objective This research.

Interview Effects on the Development of Algebraic Strategies Howard Glasser and Jon R. Star, Michigan State University Purpose/Objective This research.
Contrasting Examples in Mathematics Lessons Support Flexible and Transferable Knowledge Bethany Rittle-Johnson Vanderbilt University Jon Star Michigan.

Contrasting Examples in Mathematics Lessons Support Flexible and Transferable Knowledge Bethany Rittle-Johnson Vanderbilt University Jon Star Michigan.
In vivo Experimentation Timothy J. Nokes Pittsburgh Science of Learning Center Learning Research and Development Center University of Pittsburgh.

In vivo Experimentation Timothy J. Nokes Pittsburgh Science of Learning Center Learning Research and Development Center University of Pittsburgh.
Learner Self-Correction in Solving Two-Step Algebraic Equations Brandy C. Judkins, School of Professional Studies in Education, Johns Hopkins University.

Learner Self-Correction in Solving Two-Step Algebraic Equations Brandy C. Judkins, School of Professional Studies in Education, Johns Hopkins University.
Learning Sciences and Engineering Professional Master’s Program Ken Koedinger Vincent Aleven Albert Corbett Carolyn Rosé Justine Cassell.

Learning Sciences and Engineering Professional Master’s Program Ken Koedinger Vincent Aleven Albert Corbett Carolyn Rosé Justine Cassell.
An analysis of generative dialogue patterns across interactive learning environments: Explanation, elaboration, and co-construction Robert G.M Hausmann.

An analysis of generative dialogue patterns across interactive learning environments: Explanation, elaboration, and co-construction Robert G.M Hausmann.
PSLC DataShop Introduction Slides current to DataShop version 4.1.8 John Stamper DataShop Technical Director.

PSLC DataShop Introduction Slides current to DataShop version John Stamper DataShop Technical Director.
Katie McEldoon, Kelley Durkin & Bethany Rittle-Johnson 1.

Katie McEldoon, Kelley Durkin & Bethany Rittle-Johnson 1.
In Vivo Experimentation Lecture 1 for the IV track of the 2012 PSLC Summer School Philip Pavlik Jr. University of Memphis.

In Vivo Experimentation Lecture 1 for the IV track of the 2012 PSLC Summer School Philip Pavlik Jr. University of Memphis.
NSS Learning and Teaching Strategies for the Chemistry Curriculum Series: (2) Active Reading and Writing Tasks Sing Yin Secondary School Mr. Hui Chi Kuen.

NSS Learning and Teaching Strategies for the Chemistry Curriculum Series: (2) Active Reading and Writing Tasks Sing Yin Secondary School Mr. Hui Chi Kuen.
Prompts to Self-Explain Why examples are (in-)correct Focus on Procedures 58% of explanations were procedure- based Self-explanation is thought to facilitate.

Prompts to Self-Explain Why examples are (in-)correct Focus on Procedures 58% of explanations were procedure- based Self-explanation is thought to facilitate.

Similar presentations

Ads by Google