Evidence Framework for Innovation and Excellence in Education

Anthony E. Kelly, Office of Educational Technology, US Department of Education, and George Mason University

This post builds on analyses of two use cases by Barbara Means of SRI. One case describes the testing of a multimedia intervention in a college-level course. The other case describes course redesign using longitudinal data analysis.

Drawing on these two cases, I propose some new approaches to design-based research, including increased collaboration through shared design and data repositories. I seek feedback on these nascent analyses, and welcome similar cross-case analyses using these and other use cases. READ MORE

Challenge: Provide best learning approach for each student

Stakeholders: Researchers, Developers, Teachers, Students

Tech Affordances: Rapid Prototyping

Methods: A/B Testing; Learning Analytics

Author: Barbara Means based on an interview with Ken Koedinger and references below.

The Challenge: Researchers at LearnLab, the Pittsburgh Science of Learning Center, set out to see whether they could improve the effectiveness of an online chemistry course by applying design principles based on research. Within a chemistry course developed by Carnegie Mellon University’s Open Learning Initiative (OLI), they identified the portion that deals with equilibrium as being particularly challenging for students. READ MORE

Like the sequencing of topics and subtopics in regular instruction, sequencing in online courses is usually based on the judgments of experienced instructors. Often times, online courses use a mastery-based approach, allowing students as much time as they need to learn a skill or concept to mastery before moving them to new content. This individualized pacing can be particularly helpful for learners who need more time, but there can be a downside to this approach; students can get stuck on a particular topic and become discouraged or bored if not allowed to move on.

The Kaplan Test Prep group decided to examine the validity of the sequence of topics and subtopics in their online MCAT preparation course. READ MORE