OLI Overview
Transforming Teaching and Learning
with Science, Technology and Data
Norman Bier

@normanbier

February 26, 2...
“Improvement in post secondary
education will require converting
teaching from a solo sport to a
community based research ...
OLI Generously Funded by:

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

oli.cmu.edu
About the Open Learning Initiative

oli.cmu.edu
What is the Open Learning Initiative?
Scientifically-based online learning environments based on the
integration of techno...
A little history…

oli.cmu.edu
Open Education

oli.cmu.edu
Inception
•
•
•
•
•

Access and Effectiveness
CMU Strengths
Enacting Instruction
Evidence-based Online Learning
Scientific...
The Open Learning Initiative
Established in 2002 to produce and improve exemplars of
scientifically-based online courses t...
Science

An approach to
designing, developing, d
elivering and improving
learning experiences

Technology

Teams

Data

• ...
Team-based design and development

oli.cmu.edu
oli.cmu.edu
What is a Cognitive Tutor?
A computerized learning environment whose
design is based on cognitive principles and whose
int...
Principles Derived from Learning Science
•

Goal directed practice and
targeted feedback are critical to
learning

Learner...
Identifying Specific Learning Challenges:
Practice Synthesizing and Applying Skills & Knowledge

oli.cmu.edu
Benefits of Personalized & Adaptive Learning
Strong evidence that personalized and adaptive technologies can improve stude...
How Will Technology Transform Higher
Education?

oli.cmu.edu
Data drives powerful Feedback Loops

oli.cmu.edu
oli.cmu.edu
Feedback loops for continuous improvement

oli.cmu.edu
Learning Curve Analysis

DataShop: Pittsburgh Science of Learning Center
oli.cmu.edu
Other Learning Curves
learnig

DataShop: Pittsburgh Science of Learning Center
oli.cmu.edu
1.2

1

0.8

0.6

0.4

Activites 1st Try Correct
0.2

Activities Eventually Correct
Assessment Correct

0

oli.cmu.edu
Is the hypothesis I built holding up?

oli.cmu.edu
OLI Review:
• Apply learning science research and scientific method to
course development, implementation and evaluation.
...
Accelerated Learning Results
• OLI students completed course in half the time with half the
number of in-person course mee...
Results

oli.cmu.edu
Other Class Results
 Large Public University: OLI Online vs. traditional. OLI
99% completion rate vs 41% completion rate ...
Since 2006
Course Use

Development

• 117,963 Course Enrollments
(Academic)

• 44 Academic and 9 CMU
service courses have ...
In Practice at Carnegie Mellon
• Computing @ Carnegie Mellon
• Visual Communications
Design
• Biochemistry
• French I and ...
Challenges
Scale
• Courses
• Approach

Business Model
• Improving
• Sustaining

Adoption/Dissemi Rise of the
nation
MOOCs
...
July 2014

oli.cmu.edu
Looking Ahead
•
•
•
•

Extending the Community
Larger Consortium
Spectrum of Use
Adapt and Extend

•
•
•
•

Platform
Openi...
Projects

oli.cmu.edu
Platform

oli.cmu.edu
Datashop/lab

App Store
(Content
and
Methods)

IDE

Use by Community

Machine

Human

External Tools

Data Curation Layer
...
Adaptive/Personalized MOOC

oli.cmu.edu
What is Student Success?
X

Engagement

Learning

Y

Z

Credit: mike.sharkey@phoenix.com
oli.cmu.edu
Course Development
•
•
•
•

CMU Alignment
Modularity
Rosetta Stone Approach
Learning Engineering

oli.cmu.edu
Questions?

nbier@cmu.edu
@normanbier

oli.cmu.edu
Learn More

oli.cmu.edu
“Changing circumstances
mandate that we shift the
focus of higher education
policy away from how to
enable more students t...
Not only is there a need to seek entirely new
approaches, insights and models, but that need
is urgent. New approaches off...
I was one of ten university presidents
invited to the White House to meet with
President Barack Obama and Secretary of
Edu...
I am not a futurist but rather a maddeningly practical
person who rarely has visions—and when I do they are
usually the re...
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OLI overview for Hokkaido University, 2014

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  • Soo-mee-mah-sengNihongoga hah-nah-shmaseng
  • Specific learning challenges as defined by faculty, explored by learning scientists
  • Call to action: leveraging technology and science
  • OLI overview for Hokkaido University, 2014

    1. 1. OLI Overview Transforming Teaching and Learning with Science, Technology and Data Norman Bier @normanbier February 26, 2014
    2. 2. “Improvement in post secondary education will require converting teaching from a solo sport to a community based research activity.” Herbert Simon Nobel Laureate & CMU Professor oli.cmu.edu
    3. 3. OLI Generously Funded by: LearnLab is funded by The National Science Foundation award number SBE-0836012. oli.cmu.edu
    4. 4. About the Open Learning Initiative oli.cmu.edu
    5. 5. What is the Open Learning Initiative? Scientifically-based 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. oli.cmu.edu
    6. 6. A little history… oli.cmu.edu
    7. 7. Open Education oli.cmu.edu
    8. 8. Inception • • • • • Access and Effectiveness CMU Strengths Enacting Instruction Evidence-based Online Learning Scientific Approach oli.cmu.edu
    9. 9. The Open Learning Initiative Established in 2002 to produce and improve exemplars of scientifically-based online courses that enact instruction and support instructors. Current goals: • Support better learning and instruction with highquality, scientifically-based, classroom-tested online courses and materials. • Share our courses and materials openly and freely so that anyone can learn. • Develop a community of use, research, and development. oli.cmu.edu
    10. 10. Science An approach to designing, developing, d elivering and improving learning experiences Technology Teams Data • Science of Learning • Evaluation • Improvement • Platform • In-course Affordances • Team-based Development • Communities of Research and Use • • • • Capture In-course Use Iterative Improvement Research oli.cmu.edu
    11. 11. Team-based design and development oli.cmu.edu
    12. 12. oli.cmu.edu
    13. 13. 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. oli.cmu.edu
    14. 14. Principles Derived from Learning Science • Goal directed practice and targeted feedback are critical to learning Learners receive support in the problem-solving context oli.cmu.edu
    15. 15. Identifying Specific Learning Challenges: Practice Synthesizing and Applying Skills & Knowledge oli.cmu.edu
    16. 16. Benefits of Personalized & Adaptive Learning Strong evidence that personalized and adaptive technologies can improve student outcomes Potential Pedagogical Benefits* Formative Evaluation (d=.90) Acceleration (.88) Effective Feedback (.73) Meta-cognition (.69) Mastery Based Learning (.58) Concept Mapping (.57) Interactive content (.52) 800+ meta analysis on achievement Standard deviation is effect size where d = 1.0 (i.e. improvement of learning by at least 50%) Average effect size d=.40 When d is > .40 excellent achievement gains *Source: John Hattie’s Visible Learning oli.cmu.edu
    17. 17. How Will Technology Transform Higher Education? oli.cmu.edu
    18. 18. Data drives powerful Feedback Loops oli.cmu.edu
    19. 19. oli.cmu.edu
    20. 20. Feedback loops for continuous improvement oli.cmu.edu
    21. 21. Learning Curve Analysis DataShop: Pittsburgh Science of Learning Center oli.cmu.edu
    22. 22. Other Learning Curves learnig DataShop: Pittsburgh Science of Learning Center oli.cmu.edu
    23. 23. 1.2 1 0.8 0.6 0.4 Activites 1st Try Correct 0.2 Activities Eventually Correct Assessment Correct 0 oli.cmu.edu
    24. 24. Is the hypothesis I built holding up? oli.cmu.edu
    25. 25. 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? oli.cmu.edu
    26. 26. 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). oli.cmu.edu
    27. 27. Results oli.cmu.edu
    28. 28. Other Class Results  Large Public University: OLI Online vs. traditional. OLI 99% completion rate vs 41% completion rate traditional.  Community College accelerated learning study in Logic: An instructor with minimal experience in logic. Students obtained high levels of performance on more advanced content (~33%) not covered in traditional instruction.  OLI stoichiometry course: The number of interactions with the virtual lab outweighed ALL other factors including gender and SAT score as the predictor of positive learning outcome. oli.cmu.edu
    29. 29. Since 2006 Course Use Development • 117,963 Course Enrollments (Academic) • 44 Academic and 9 CMU service courses have been created. • Used by 1809 Instructors in 1050 Institutions • By 104 contributing Faculty from 55 Institutions • 1,148,807 Independent Learner Enrollments (Registered and Anonymous) oli.cmu.edu
    30. 30. In Practice at Carnegie Mellon • Computing @ Carnegie Mellon • Visual Communications Design • Biochemistry • French I and II • Engineering Statics • Empirical Research Methods • Logic and Proofs • Casual and Statistical Reasoning • Speech • Prose Style • Immunology • Secure Coding • • • • • • • • • • • Media Programming Chemistry Chinese Arabic Spanish Cloud Computing Statistical Reasoning Economics Argument and Interpretation Principles of Computing Anatomy and Physiology oli.cmu.edu
    31. 31. Challenges Scale • Courses • Approach Business Model • Improving • Sustaining Adoption/Dissemi Rise of the nation MOOCs oli.cmu.edu
    32. 32. July 2014 oli.cmu.edu
    33. 33. Looking Ahead • • • • Extending the Community Larger Consortium Spectrum of Use Adapt and Extend • • • • Platform Opening the Approach Tools (research, data, development and science) Frameworks for Maturity and Evaluation • Key: Meeting Where They Live oli.cmu.edu
    34. 34. Projects oli.cmu.edu
    35. 35. Platform oli.cmu.edu
    36. 36. Datashop/lab App Store (Content and Methods) IDE Use by Community Machine Human External Tools Data Curation Layer Multi-function Database Tools API and JS Layer Courseware oli.cmu.edu
    37. 37. Adaptive/Personalized MOOC oli.cmu.edu
    38. 38. What is Student Success? X Engagement Learning Y Z Credit: mike.sharkey@phoenix.com oli.cmu.edu
    39. 39. Course Development • • • • CMU Alignment Modularity Rosetta Stone Approach Learning Engineering oli.cmu.edu
    40. 40. Questions? nbier@cmu.edu @normanbier oli.cmu.edu
    41. 41. Learn More oli.cmu.edu
    42. 42. “Changing circumstances mandate that we shift the focus of higher education policy away from how to enable more students to afford higher education to how we can make a quality postsecondary education affordable.” - Clayton Christensen oli.cmu.edu
    43. 43. Not only is there a need to seek entirely new approaches, insights and models, but that need is urgent. New approaches offer scalable processes that help colleges lower cost-perdegree and make significant improvements to student learning outcomes and retention rates. Insights from the science of learning combined with advances in information technology and alternative models of course design, implementation, and evaluation show promise in supporting traditional higher education to change the production function and meet the seemingly impossible challenge. -Candace Thille, Director OLI oli.cmu.edu
    44. 44. I was one of ten university presidents invited to the White House to meet with President Barack Obama and Secretary of Education Arne Duncan to discuss a critical issue: how to reduce costs and improve the productivity of U.S. higher education. The other presidents there represented some of the nation’s largest public university systems (Maryland, New York, and Texas among them). I was there because Carnegie Mellon is the leader in creating technology for education. -Dr. Jared L. Cohen, CMU President oli.cmu.edu
    45. 45. I am not a futurist but rather a maddeningly practical person who rarely has visions—and when I do they are usually the result of having had a bad meal! But let me put such predilections to one side and ask you to join me in imagining, just for a moment, how the intelligent harnessing of information technology through the medium of online learning might alter aspects of university life as we know it. Can we imagine a university in which: • faculty collaborate more on teaching (with technology serving as the forcing function)? • faculty devote more of their time to promoting the “active learning” of their students and are freed from much of the tedium of grading • students receive more, and more timely, individualized feedback on assignments • technology extends the educational process throughout one’s life through the educational equivalence of booster shots? And, ideally: • a university in which institutional costs and tuition charges rise at a slower rate? oli.cmu.edu

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