About the series
Title: The Science of Learning, Technology, Big Data, and Transformation in Education
Bio: Candace Thille is the founding director of the Open Learning Initiative (OLI) at Carnegie Mellon University and at Stanford University. She is a senior research fellow in the Office of the Vice Provost for Teaching and Learning and an assistant professor in the Graduate School of Education at Stanford University. Her focus is in applying the results from research in the science of learning to the design and evaluation of open web-based learning environments and in using those environments to conduct research in human learning. Dr. Thille serves on the board of directors of the Association of American Colleges and Universities; as a fellow of the International Society for Design and Development in Education; on the Assessment 2020 Task Force of the American Board of Internal Medicine; on the advisory council for the Association of American Universities STEM initiative; on the advisory council for the National Science Foundation Directorate for Education and Human Resources. She served on on the working group of the President¹s Council of Advisors on Science and Technology (PCAST) for the Obama Administration that produced the Engage to Excel report. She served on the U.S. Department of Education working group, co-authoring The 2010 National Education Technology Plan and is currently serving on the working group to co-author The 2015 National Education Technology Plan. She has a bachelor¹s degree from the University of California, Berkeley, a masters degree from Carnegie Mellon University, and a doctorate from the University of Pennsylvania.
Abstract: Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) has been creating and evaluating open web-based learning environments for over twelve years. The OLI environments also serve as a laboratory for fundamental research on human learning. In this talk I will discuss how we make use of expertise from the learning sciences to produce high-quality learning environments and how studies of student use inform both the next iteration of the environment and the underlying learning theory. I will present examples from OLI courses, discuss results from several research studies, and describe the second phase of OLI at Stanford University.
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