{"data":{"allShapeableCollectionRecord":{"nodes":[{"data":{"id":"65d5481ad5bcca2bcbc9f307","name":"Gaming the System – Affect Detectors and Student Persistence and Learning in Computer-Based Learning Environments ","slug":"gaming-the-system-affect-detectors-and-student-persistence-and-learning-in-computer-based-learning-environments","typeLabel":"Deep Dive","badge":null,"path":"/posts/gaming-the-system-affect-detectors-and-student-persistence-and-learning-in-computer-based-learning-environments","updated":"2024-03-12T01:19:33.12","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/gaming-the-system-affect-detectors-and-student-persistence-and-learning-in-computer-based-learning-environments","title":null,"image":{"id":"image_villars-institute/image-asset/gaming_image__neonbrand-zFSo6bnZJTw-unsplash_vghlxe","url":"https://res.cloudinary.com/shapeable/image/upload/v1668990008/villars-institute/image-asset/gaming_image__neonbrand-zFSo6bnZJTw-unsplash_vghlxe.jpg","url2x":null,"thumbnails":{"id":"thumbnails-file_villars-institute/image-asset/gaming_image__neonbrand-zFSo6bnZJTw-unsplash_vghlxe","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars-institute/image-asset/gaming_image__neonbrand-zFSo6bnZJTw-unsplash_vghlxe","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1668990008/villars-institute/image-asset/gaming_image__neonbrand-zFSo6bnZJTw-unsplash_vghlxe.jpg","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1668990008/villars-institute/image-asset/gaming_image__neonbrand-zFSo6bnZJTw-unsplash_vghlxe.jpg"}}}},"name_fr":null,"intro":{"plain":"Affect detectors can be very effective in detecting whether a student using learning software is bored, unmotivated, or otherwise not engaged.\n","text":"Affect detectors can be very effective in detecting whether a student using learning software is bored, unmotivated, or otherwise not engaged."},"intro_fr":{"text":""},"content":{"text":"Based on work by: Ryan S. Baker, Columbia University \n\nIntervention Types : Process, Software\n\nStudents who are not motivated or not interested in the material often become quite adept at gaming the system by exploiting the properties of the intelligent tutor rather than learning the material and using that knowledge to answer the questions. Ryan Baker and colleagues were able to detect this gaming behavior and redesign the tutor to adapt to the student’s gambits. \n\nWhen gaming is detected, the tutor alerts the student and the teacher, and gives the student supplemental materials as a second chance to learn the material he/she had gamed through.  Baker found that such a response cuts in half the frequency of gaming behavior. \n\nThese findings suggest that significant effort should be put into detecting and responding to disengagement, with a particular emphasis on developing pedagogical interventions to disrupt the “vicious cycles” of boredom and disaffection in using learning TEL systems.\n\n**Conclusions and Lessons Learned **\n\n* Understanding student affective states is an important factor in effective TEL design; in particular, addressing ways to recognize student disengagement or boredom is critical for achieving strong learning outcomes. \n\n**Learn More **\n\n* [Ryan Baker, Teachers College Columbia University](https://www.tc.columbia.edu/faculty/rsb2162/) \n\n**Cited References**\n\n* Baker, R.S., Corbett, A.T., Koedinger, K.R., Wagner, A.Z. (2004) Off-Task Behavior in the Cognitive Tutor Classroom: When Students „Game The System“. Proceedings of ACM CHI 2004: Computer-Human Interaction, 383-390. \n* Baker, R.S.J.d., D’Mello, S.K., Rodrigo, M.M.T., Graesser, A.C. (2010) Better to Be Frustrated than Bored: The Incidence, Persistence, and Impact of Learners‘ Cognitive-Affective States during Interactions with Three Different Computer-Based Learning Environments. International Journal of Human-Computer Studies, 68 (4), 223-241. "},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2024-03-12T01:19:33.12","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f300","name":"Berlin Consensus: Cornerstones of a Successful Digital Transformation of Education","slug":"berlin-consensus-cornerstones-of-a-successful-digital-transformation-of-education","typeLabel":"Deep Dive","badge":null,"path":"/posts/berlin-consensus-cornerstones-of-a-successful-digital-transformation-of-education","updated":"2022-11-14T01:43:16.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/berlin-consensus-cornerstones-of-a-successful-digital-transformation-of-education","title":null,"image":{"id":"image_villars-institute/image-asset/berlin-consensus_image__berlin-consensus_lxlsiy","url":"https://res.cloudinary.com/shapeable/image/upload/v1668989972/villars-institute/image-asset/berlin-consensus_image__berlin-consensus_lxlsiy.jpg","url2x":null,"thumbnails":{"id":"thumbnails-file_villars-institute/image-asset/berlin-consensus_image__berlin-consensus_lxlsiy","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars-institute/image-asset/berlin-consensus_image__berlin-consensus_lxlsiy","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1668989972/villars-institute/image-asset/berlin-consensus_image__berlin-consensus_lxlsiy.jpg","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1668989972/villars-institute/image-asset/berlin-consensus_image__berlin-consensus_lxlsiy.jpg"}}}},"name_fr":null,"intro":{"plain":"This document, which was prepared as part of the lead-up to the GLC Summit 2017 and released during the opening session, outlines five key areas of attention and recommended action for education leaders and practitioners to leverage digitization to improve educational access and outcomes.\n","text":"This document, which was prepared as part of the lead-up to the GLC Summit 2017 and released during the opening session, outlines five key areas of attention and recommended action for education leaders and practitioners to leverage digitization to improve educational access and outcomes."},"intro_fr":{"text":""},"content":{"text":"[Read more here](https://dl.airtable.com/.attachments/83193521687bb9ab9ba2fb25c3f663c6/59890c39/Berlin-Consensus_FINAL_bs6mzg.pdf)"},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2022-11-14T01:43:16.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f30a","name":"Global Learning Report 2022","slug":"global-learning-report-2022","typeLabel":"Press Release","badge":null,"path":"/posts/global-learning-report-2022","updated":"2022-12-19T02:52:16.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/global-learning-report-2022","title":null,"image":{"id":"image_villars/image-asset/glc-report-2022_image__global_learning_report_2022_gflhj9.png","url":"https://res.cloudinary.com/shapeable/image/upload/v1671418068/villars/image-asset/glc-report-2022_image__global_learning_report_2022_gflhj9.png.png","url2x":null,"thumbnails":{"id":"thumbnails-file_villars/image-asset/glc-report-2022_image__global_learning_report_2022_gflhj9.png","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars/image-asset/glc-report-2022_image__global_learning_report_2022_gflhj9.png","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1671418068/villars/image-asset/glc-report-2022_image__global_learning_report_2022_gflhj9.png.png","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1671418068/villars/image-asset/glc-report-2022_image__global_learning_report_2022_gflhj9.png.png"}}}},"name_fr":null,"intro":{"plain":"The contributing authors of the Global Learning Report 2022 deliver their messages with an urgency that was lacking in last year’s paper.\n","text":"The contributing authors of the Global Learning Report 2022 deliver their messages with an urgency that was lacking in last year’s paper."},"intro_fr":{"text":""},"content":{"text":"From chapter 1, entitled “Moving from Stated Values to Enacted Efforts: Strategic Leadership in Higher Education,” to chapter 9, “An Accessible Future for all Students: Using Technology to Realize Higher Education’s Greatest Promise,” education technologists are clear: HEIs must act now if they are to maintain the momentum of digital innovation seen in the previous two years.\n\nThis process will require collaboration, risk-taking, new models of education de- livery, and a firm commitment to tackling the inequalities that existed before the pan- demic began and the new ones that have emerged since. This year’s report is full of advice and recommendations for how to act now.\n\nThe final chapter synthesizes our authors’ contributions into a unified vision for the future of higher education. This outlook encompasses five defining goals for higher education institutions in a new, post-pandemic world of greater digitalization and inno- vation: accessibility, inclusion, individuality, sustainability, and quality teaching.\n\n**Download**:\nYou can [download the report here](https://res.cloudinary.com/shapeable/image/upload/v1671268938/villars/file-asset/global-learning-report-2022_file__ssoar-2022-Global_Learning_Report_2022_nhoon4.pdf.pdf).\n\n**Suggested Citation**:\nHesse, F. W., Kobsda, C., & Schemmann, C. (Eds.). (2022). Digital Transformation of Higher Education - Global Learning Report 2022. Berlin: Global Learning Council (GLC); Deutscher Akademischer Austauschdienst e.V. (DAAD); Times Higher Education (THE).\n\nhttps://doi.org/10.21241/ssoar.79627\n"},"content_fr":{"text":""},"title":null,"title_fr":null,"type":{"id":"65d5481cd5bcca2bcbc9f323","name":"Press Release","slug":"press-release","__typename":"PostType"},"published":"2022-12-19T02:52:16.00","topics":[],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f309","name":"Global Learning Report 2021","slug":"global-learning-report-2021","typeLabel":"Deep Dive","badge":null,"path":"/posts/global-learning-report-2021","updated":"2022-12-19T02:52:16.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/global-learning-report-2021","title":null,"image":{"id":"image_villars-institute/image-asset/glc-report-2021_image__GLC_Report_2021_czzi2v","url":"https://res.cloudinary.com/shapeable/image/upload/v1668990013/villars-institute/image-asset/glc-report-2021_image__GLC_Report_2021_czzi2v.jpg","url2x":null,"thumbnails":{"id":"thumbnails-file_villars-institute/image-asset/glc-report-2021_image__GLC_Report_2021_czzi2v","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars-institute/image-asset/glc-report-2021_image__GLC_Report_2021_czzi2v","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1668990013/villars-institute/image-asset/glc-report-2021_image__GLC_Report_2021_czzi2v.jpg","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1668990013/villars-institute/image-asset/glc-report-2021_image__GLC_Report_2021_czzi2v.jpg"}}}},"name_fr":null,"intro":{"plain":"The rapid digital shift to distance teaching in the context of the global pandemic gave new impetus to the discourse in higher education to address digital teaching and learning.\n","text":"The rapid digital shift to distance teaching in the context of the global pandemic gave new impetus to the discourse in higher education to address digital teaching and learning."},"intro_fr":{"text":""},"content":{"text":"Together with the German Academic Exchange Service (DAAD) and Times Higher Education, the Global Learning Council (GLC) has been monitoring the pressing questions that have emerged around the value of teaching, barriers to equitable educational access, and guardrails needed for sustainable digital transformation over the past 16 months.\n\n## The report in a nutshell\nThe following video (2:56 min) will give a brief overview of the Global Learning Report 2021. You can download the complete report as a PDF below.\n\nLink [to Youtube video](https://www.youtube.com/watch?v=Z55DAUqt504) \n\nand [complete report](https://res.cloudinary.com/shapeable/image/upload/v1669626513/villars/file-asset/global-learning-report-2021_file__Global-Learning-Report-2021_fp5tmz.pdf.pdf)\n\n## Recommendations \nThe voices of educators and higher education leaders gathered in the Global Learning Report 2021 – Digital Transformation of Higher Education form the basis for the recommendations for digital transformation of education provided for leaders of higher education institutions, policy-makers, and the ed tech industry.\n\nIn our report, you can find more information and deeper insight into what we consider global challenges to digital learning, and all the recommendations."},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2022-12-19T02:52:16.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f303","name":"Early Warning Systems for Attrition","slug":"early-warning-systems-for-attrition","typeLabel":"Deep Dive","badge":null,"path":"/posts/early-warning-systems-for-attrition","updated":"2022-12-19T02:52:16.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/early-warning-systems-for-attrition","title":null,"image":{"id":"image_villars-institute/image-asset/early-warning_image__tim-gouw-1K9T5YiZ2WU-unsplash_bq2duf","url":"https://res.cloudinary.com/shapeable/image/upload/v1668989980/villars-institute/image-asset/early-warning_image__tim-gouw-1K9T5YiZ2WU-unsplash_bq2duf.jpg","url2x":null,"thumbnails":{"id":"thumbnails-file_villars-institute/image-asset/early-warning_image__tim-gouw-1K9T5YiZ2WU-unsplash_bq2duf","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars-institute/image-asset/early-warning_image__tim-gouw-1K9T5YiZ2WU-unsplash_bq2duf","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1668989980/villars-institute/image-asset/early-warning_image__tim-gouw-1K9T5YiZ2WU-unsplash_bq2duf.jpg","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1668989980/villars-institute/image-asset/early-warning_image__tim-gouw-1K9T5YiZ2WU-unsplash_bq2duf.jpg"}}}},"name_fr":null,"intro":{"plain":"The ability to identify students who might soon decide to drop out of a given academic program allows those in charge to not only understand the causes, but it also provides room for the development of early intervention systems to assist such students.\n","text":"The ability to identify students who might soon decide to drop out of a given academic program allows those in charge to not only understand the causes, but it also provides room for the development of early intervention systems to assist such students."},"intro_fr":{"text":""},"content":{"text":"Based on work by: Everaldo Aguiar, Nitesh Chawla, Jay Brockman, G. Alex Ambrose, and Victoria Goodrich, University of Notre Dame\n\nIntervention Types : Process, Software\n\nUsing data from the Notre Dame College of Engineering course sequence, investigators studied the frequency of entries in e-portfolios. Portfolio assignments were integrated with the traditional course deliverables as a means to guide students‘ reflections on their experiences in the program. Such e-portfolios were shown to be effective sources of data in building early warning systems that can identify at-risk students at very early stages of their academic life, giving educators the opportunity to intervene before such students drop out of STEM courses of study.\n\n**Conclusions and Lessons Learned**\n\n* Measures of student engagement (such as student reflections on their learning experience in ePortfolios) can provide meaningful data about student learning and, in this study, persistence.\n\n**Cited References**\n\n* [Everaldo Aguiar, Nitesh Chawla, Jay Brockman, G. Alex Ambrose, and Victoria Goodrich. “Engagement vs Performance: Using Electronic Portfolios to Predict First Semester Engineering Student Retention.” LAK 2014.](https://dl.acm.org/doi/10.1145/2567574.2567583) "},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2022-12-19T02:52:16.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f30d","name":"iAMSTEM: A Comparative Study of Active Instruction for STEM Courses","slug":"i-amstem-a-comparative-study-of-active-instruction-for-stem-courses","typeLabel":"Deep Dive","badge":null,"path":"/posts/i-amstem-a-comparative-study-of-active-instruction-for-stem-courses","updated":"2022-12-01T05:49:30.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/i-amstem-a-comparative-study-of-active-instruction-for-stem-courses","title":null,"image":{"id":"image_villars/image-asset/iamstem_image__eehubannouncement_m7wqfx.jpg","url":"https://res.cloudinary.com/shapeable/image/upload/v1669873749/villars/image-asset/iamstem_image__eehubannouncement_m7wqfx.jpg.jpg","url2x":null,"thumbnails":{"id":"thumbnails-file_villars/image-asset/iamstem_image__eehubannouncement_m7wqfx.jpg","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars/image-asset/iamstem_image__eehubannouncement_m7wqfx.jpg","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1669873749/villars/image-asset/iamstem_image__eehubannouncement_m7wqfx.jpg.jpg","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1669873749/villars/image-asset/iamstem_image__eehubannouncement_m7wqfx.jpg.jpg"}}}},"name_fr":null,"intro":{"plain":"Called the “most important higher ed story of 2015,” the goal of the UC Davis iAMSTEM team was to improve learner outcomes in large-section introductory STEM courses and improve STEM retention rates, especially among vulnerable student populations.\n","text":"Called the “most important higher ed story of 2015,” the goal of the UC Davis iAMSTEM team was to improve learner outcomes in large-section introductory STEM courses and improve STEM retention rates, especially among vulnerable student populations."},"intro_fr":{"text":""},"content":{"text":"Based on work by: Marco Molinaro, University of California, Davis, Chris Pagliaro, University of California, Davis\n\nIntervention Types : Course, Software\n\nThis 2013 study of 1000 students compared outcomes for from standard lecture courses (offered to half the students) with lectures plus the use of adaptive learning tools (for the other half), along with support and training for their instructors. Students in the experimental group were 90 percent more likely than their classmates in lecture-only classes to pass the course with a “C” or better. This effect was most pronounced among the more vulnerable populations. Students’ perception of the new approach was also positive, reflecting an understanding and appreciation for the instructional techniques.\n\nThe study provided some other core lessons in understanding barriers to adopting these types of approaches. Creating incentives and motivation among the faculty is essential for these types of initiatives to succeed. Data sharing, within the institution and with collaborators, continued to be a challenge. A broader, shared understanding of data sharing norms and best practices is necessary to scale this type of work. It is also worth noting that although pre-existing open, adaptive courseware has proven successful with learners, the ability for faculty to customize this courseware is critical for adoption and long-term success.\n\n**Conclusions and Lessons Learned**\n\n* Adaptive learning approaches can dramatically improve student learning outcomes, particularly in the most vulnerable of learners. \n* Faculty ability to customize courseware is among the factors critical for adoption and long term success. \n* Data sharing norms and practices need to be adopted and understood to scale these results\n\n**Learn More**\n\n* [UC Davis iAMSTEM Hub](https://iamstem.wordpress.com/) \n* [New York Times: Colleges Reinvent Classes to Keep More Students in Science, published Dec. 26, 2014.](https://www.nytimes.com/2014/12/27/us/college-science-classes-failure-rates-soar-go-back-to-drawing-board.html) \n* [Inside Higher Ed: The Most Important Higher Ed Story of 2015](https://www.insidehighered.com/blogs/technology-and-learning/most-important-higher-ed-story-2015) "},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2022-12-01T05:49:30.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f310","name":"LearnSphere: Improving Education Through Data and Data Sharing","slug":"learn-sphere-improving-education-through-data-and-data-sharing","typeLabel":"Deep Dive","badge":null,"path":"/posts/learn-sphere-improving-education-through-data-and-data-sharing","updated":"2022-12-01T06:30:51.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/learn-sphere-improving-education-through-data-and-data-sharing","title":null,"image":{"id":"image_villars/image-asset/learn-sphere_image__learnsphere_p7lje6.webp","url":"https://res.cloudinary.com/shapeable/image/upload/v1669876199/villars/image-asset/learn-sphere_image__learnsphere_p7lje6.webp.webp","url2x":null,"thumbnails":{"id":"thumbnails-file_villars/image-asset/learn-sphere_image__learnsphere_p7lje6.webp","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars/image-asset/learn-sphere_image__learnsphere_p7lje6.webp","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1669876199/villars/image-asset/learn-sphere_image__learnsphere_p7lje6.webp.webp","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1669876199/villars/image-asset/learn-sphere_image__learnsphere_p7lje6.webp.webp"}}}},"name_fr":null,"intro":{"plain":"LearnSphere is a large repository of educational data. It is a global portal for the sharing, storage, and analysis of public and private education datasets.\n","text":"LearnSphere is a large repository of educational data. It is a global portal for the sharing, storage, and analysis of public and private education datasets."},"intro_fr":{"text":""},"content":{"text":"Submitted by: John Stamper, Carnegie Mellon University \n\nIntervention Types : Process, Software\n\nOur goal is that LearnSphere can transform scientific discovery and innovation in education by providing scalable data infrastructure that permits educators, learning scientists, and researchers to easily collaborate over shared data using the latest tools and technologies. This process and technology is likely to be successful in a wide range of classes in which online data can be collected. The greatest impact will be in identifying roadblocks in gatekeeper courses.\n\nLearnSphere has been developed by researchers at CMU, MIT and the University of Memphis and is funded by the National Science Foundation.  This is a community software infrastructure around the analysis of educational data. \n\nLearnSphere builds on the lessons learned from DataShop, which is currently the world’s largest open repository of transactional educational data. It contains more than 500 datasets comprising almost 150 million transactions and more than 330,000 hours of student data. More than 5,000 researchers from more than 800 institutions have used DataShop. DataShop’s data and tools have resulted in hundreds of publications and data citations, which have continued to grow over the nine years that DataShop has existed.   Experience with DataShop convinced us of the value of such an open repository but also of the need for ways to handle a wider range of data types. LearnSphere is designed to address those expanding needs.\n\nWith this tool, educational researchers can not only access the work of others, but also easily share their own findings and collaborate on projects. By creating the building blocks that let individual groups of researchers come together and share their data with others, we can advance the learning sciences in the same way that harnessing and sharing big data has advanced other fields. We are also growing the user community through engagement of new users, especially those attending relevant new and existing conferences in the learning sciences. We are building on the success of the existing LearnLab winter and summer schools, which we have run both locally, at major conferences and workshops, and internationally (including in India).\n\n**Conclusions and Lessons Learned **\n\n* LearnSphere provides infrastructure for learning science researchers to share data and collaborate on productive projects \n* With this tool, educational researchers can not only access the work of others, but also easily share their own findings and collaborate on projects. \n* LearnSphere builds on decades of experience with learning ata curation and sharing, most recently in DataShop. \n* The effort will engage new users through conferences and workshops in order to build the community of LearnSphere researchers and data contributors. \n\n**Learn More **\n\n* [LearnSphere Website](http://learnsphere.org/) \n* [Pittsburgh Science of Learning Center](https://learnlab.org/) \n* [Educational Data Mining Society](https://educationaldatamining.org/) \n\n**Cited References **\n\n* Koedinger, Ken,  Julie L Booth, David Klahr.  Instructional Complexity and the Science to Constrain It.  Science.  22 Nov 2013:Vol. 342, Issue 6161, pp. 935-937 \n* Kenneth R Koedinger, Ryan S. Baker, Kyle Cunningham, Alida Skogsholm, Brett Leber, John Stamper A data repository for the EDM community: The PSLC DataShop.  Handbook of educational data mining. Volume 43, October 2010. "},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2022-12-01T06:30:51.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f31e","name":"Wheel Spinning – When do instructors need to intervene in online courses?","slug":"wheel-spinning-when-do-instructors-need-to-intervene-in-online-courses","typeLabel":"Deep Dive","badge":null,"path":"/posts/wheel-spinning-when-do-instructors-need-to-intervene-in-online-courses","updated":"2022-12-19T02:52:16.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/wheel-spinning-when-do-instructors-need-to-intervene-in-online-courses","title":null,"image":{"id":"image_villars-institute/image-asset/wheel-spinning_image__wheel-spin_vmqaun","url":"https://res.cloudinary.com/shapeable/image/upload/v1668990162/villars-institute/image-asset/wheel-spinning_image__wheel-spin_vmqaun.jpg","url2x":null,"thumbnails":{"id":"thumbnails-file_villars-institute/image-asset/wheel-spinning_image__wheel-spin_vmqaun","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars-institute/image-asset/wheel-spinning_image__wheel-spin_vmqaun","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1668990162/villars-institute/image-asset/wheel-spinning_image__wheel-spin_vmqaun.jpg","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1668990162/villars-institute/image-asset/wheel-spinning_image__wheel-spin_vmqaun.jpg"}}}},"name_fr":null,"intro":{"plain":"This case study looks at students who persistently fail in solving problems using cognitive tutors in mathematics. Although the software repeatedly poses endless practice problems, this group of students continues to get them wrong.\n","text":"This case study looks at students who persistently fail in solving problems using cognitive tutors in mathematics. Although the software repeatedly poses endless practice problems, this group of students continues to get them wrong."},"intro_fr":{"text":""},"content":{"text":"Based on Work by: Joseph E. Beck, Worcester Polytechnic Institute, Yue Gong, Worcester Polytechnic Institute \n\nIntervention Types: Process\n\nSuch “wheel-spinning” indicates a likelihood that the student will continue to struggle and may never master the skill without alternative interventions by the instructor.  There may be connections between wheel spinning and other negative student behaviors, such as gaming and disengagement. There are two important implications of such wheel spinning for TEL designers: First, it is perhaps not wise to use all data for model-fitting purposes when training a student model, since data from wheel spinners may underestimate average learning rates. Second, designers should develop some fallback for failures of mastery learning. The simplified mastery learning cycle of “present problems until mastery” does not work for many learners, and alternative strategies are needed.\n\n**Conclusions and Lessons Learned**\n\n* “Wheel spinning” students are those who may never achieve mastery using TEL systems, and instructors and designers need to develop fallback approaches to supporting such learners. \n* Wheel spinning may be connected to gaming and other kinds of disengagement. \n* Data from such students may affect model fitting, by underestimating average learning rates\n\n**Learn More:**\n\n[ Learning Sciences and Technologies at WPI](https://www.wpi.edu/academics/departments/learning-sciences-technologies)\n\n**Cited References:**\n\n[Beck, J., Gong, Y. (2013). Wheel-Spinning: Students Who Fail to Master a Skill.  Artificial Intelligence in Education: Lecture Notes in Computer Science. Volume 7926: 431-440.](https://link.springer.com/chapter/10.1007/978-3-642-39112-5_44) "},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2022-12-19T02:52:16.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f30f","name":"KLI: A Theoretical Framework for Improving Student Learning","slug":"kli-a-theoretical-framework-for-improving-student-learning","typeLabel":"Deep Dive","badge":null,"path":"/posts/kli-a-theoretical-framework-for-improving-student-learning","updated":"2022-12-01T06:31:34.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/kli-a-theoretical-framework-for-improving-student-learning","title":null,"image":{"id":"image_villars/image-asset/kli_image__kli-thumb_th9ed7.webp","url":"https://res.cloudinary.com/shapeable/image/upload/v1669876285/villars/image-asset/kli_image__kli-thumb_th9ed7.webp.webp","url2x":null,"thumbnails":{"id":"thumbnails-file_villars/image-asset/kli_image__kli-thumb_th9ed7.webp","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars/image-asset/kli_image__kli-thumb_th9ed7.webp","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1669876285/villars/image-asset/kli_image__kli-thumb_th9ed7.webp.webp","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1669876285/villars/image-asset/kli_image__kli-thumb_th9ed7.webp.webp"}}}},"name_fr":null,"intro":{"plain":"The Knowledge Learning Instruction (KLI) Framework is a set of instructional principles that can be generalized across the macro and micro levels of analysis, while explicitly identifying constraints and opportunities for detailed analysis of the knowledge students may acquire in courses.\n","text":"The Knowledge Learning Instruction (KLI) Framework is a set of instructional principles that can be generalized across the macro and micro levels of analysis, while explicitly identifying constraints and opportunities for detailed analysis of the knowledge students may acquire in courses."},"intro_fr":{"text":""},"content":{"text":"Submitted by: Ken Koedinger, Carnegie Mellon University \n\nIntervention Types : Process\n\nThis framework draws on extensive research and more than 400,000 hours of human learning data over the course of ten years at LearnLab (Koedinger, Perfetti, & Corbett, 2012).\n\nKLI identifies and interconnects three analyses (taxonomies) of the triangulated anchors of learning and instruction: kinds of knowledge, kinds of learning processes, and kinds of instructional methods, and is a useful tool in addressing the challenge of instructional complexity (Koedinger, Booth, & Klahr, 2013).\n\nThe KLI theoretical framework links knowledge, learning, and instruction to organize the development of instructional theory at a grain size appropriate for guiding the design, development, and continual improvement of effective and efficient academic course materials, technologies, and instructor practices.\n\n**Conclusions and Lessons Learned **\n\nThe Knowledge Learning Instruction Framework, derived from learning data and studies, support the design, development, assessment, and continual improvement of TEL courses, materials, and processes.\n\n**Cited References **\n\n* Koedinger, K. R., Corbett, A. C., & Perfetti, C. (2012).  The Knowledge-Learning-Instruction (KLI) framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science, 36 (5),757-798. \n* Koedinger, K. R., J.L. Booth, D Klahr. Instructional complexity and the science to constrain it. Science 342: 935-937. (2013). "},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2022-12-01T06:31:34.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"65d5481ad5bcca2bcbc9f319","name":"Technology-Enhanced Learning: Best Practices and Data Sharing in Higher Education","slug":"technology-enhanced-learning-best-practices-and-data-sharing-in-higher-education","typeLabel":"Deep Dive","badge":null,"path":"/posts/technology-enhanced-learning-best-practices-and-data-sharing-in-higher-education","updated":"2022-11-14T01:44:15.00","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/technology-enhanced-learning-best-practices-and-data-sharing-in-higher-education","title":null,"image":{"id":"image_villars-institute/image-asset/glc-technology-enhanced_image__glc-technology-assisted_yikoj8","url":"https://res.cloudinary.com/shapeable/image/upload/v1668990019/villars-institute/image-asset/glc-technology-enhanced_image__glc-technology-assisted_yikoj8.jpg","url2x":null,"thumbnails":{"id":"thumbnails-file_villars-institute/image-asset/glc-technology-enhanced_image__glc-technology-assisted_yikoj8","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars-institute/image-asset/glc-technology-enhanced_image__glc-technology-assisted_yikoj8","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1668990019/villars-institute/image-asset/glc-technology-enhanced_image__glc-technology-assisted_yikoj8.jpg","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1668990019/villars-institute/image-asset/glc-technology-enhanced_image__glc-technology-assisted_yikoj8.jpg"}}}},"name_fr":null,"intro":{"plain":"It’s well established that applying learning science to the design of technology-enhanced learning (TEL) consistently leads to improved learning outcomes.\n","text":"It’s well established that applying learning science to the design of technology-enhanced learning (TEL) consistently leads to improved learning outcomes."},"intro_fr":{"text":""},"content":{"text":"Author: The Global Learning Council Publication Date: April 20, 2015 Source: Carnegie Mellon University\n\nIntimately linked to such an approach is the need for the sharing of data, tools and methods that can be used to support the design and enhancement of TEL environments. Yet many twenty-first-century students, using the most modern of learning technologies, receive instruction that is no more informed by learning research than it would have been in the 1800s. To enable universities to realize the potential of research-informed TEL design and practice, the Council recommends that university leaders build a supporting social-technical infrastructure. To support the adoption and success of this infrastructure, the Global Learning Council has outlined nine specific recommendations that may be considered in the context of three overarching objectives. These objectives are: \n\n* Foster a conducive culture that enables TEL to thrive \n* Facilitate continuous improvement of instruction and instructional tools \n* Help build a global community for data sharing \n\nThe recommendations which support each objective are accompanied by case studies with examples of organizations successfully employing the principles recommended by the GLC.\n\nRead more here"},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2022-11-14T01:44:15.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"}],"challenges":[],"authors":[]}},{"data":{"id":"66179c707e93675861df05b3","name":"Global Learning Council and Impact of Artificial Intelligence","slug":"global-learning-council-and-impact-of-artificial-intelligence","typeLabel":"Deep Dive","badge":null,"path":"/posts/global-learning-council-and-impact-of-artificial-intelligence","updated":"2024-04-11T09:45:53.43","__typename":"Post","_schema":{"label":"Post","pluralLabel":"Posts"},"openGraph":{"id":"openGraph_post/global-learning-council-and-impact-of-artificial-intelligence","title":null,"image":{"id":"image_villars-institute/image-asset/subra-founder-spirit-podcase_image__Subra_Founder_Spirit_Podcase_g2e1gi","url":"https://res.cloudinary.com/shapeable/image/upload/v1712823637/villars-institute/image-asset/subra-founder-spirit-podcase_image__Subra_Founder_Spirit_Podcase_g2e1gi.jpg","url2x":null,"thumbnails":{"id":"thumbnails-file_villars-institute/image-asset/subra-founder-spirit-podcase_image__Subra_Founder_Spirit_Podcase_g2e1gi","bubbleMedium":{"id":"thumbnails-bubble-medium-file_villars-institute/image-asset/subra-founder-spirit-podcase_image__Subra_Founder_Spirit_Podcase_g2e1gi","url":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_96/v1712823637/villars-institute/image-asset/subra-founder-spirit-podcase_image__Subra_Founder_Spirit_Podcase_g2e1gi.jpg","url2x":"https://res.cloudinary.com/shapeable/image/upload/c_limit,w_192/v1712823637/villars-institute/image-asset/subra-founder-spirit-podcase_image__Subra_Founder_Spirit_Podcase_g2e1gi.jpg"}}}},"name_fr":null,"intro":{"plain":"Discover here The Founder Spirit's podcast interview with Subra Suresh on the key challenges and opportunities of artificial intelligence and their implications for scaling access to education globally. \n","text":"Discover [here](https://www.thefounderspirit.com/episodes/subra-suresh) **The Founder Spirit's podcast interview with Subra Suresh** on the key challenges and opportunities of **artificial intelligence** and their implications for **scaling access to education** globally. "},"intro_fr":{"text":""},"content":{"text":"\n"},"content_fr":{"text":""},"title":null,"title_fr":null,"type":null,"published":"2024-04-11T00:00:00.00","topics":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989529/villars-institute/banner/hub-education-learning_image__hub-education-learning.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f695","name":"Education & Learning","slug":"education-learning"},{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989542/villars-institute/banner/hub-science-technology_image__hub-science-technology.jpg"}},"_schema":{"label":"Topic","pluralLabel":"Topics"},"__typename":"Topic","id":"65d54840d5bcca2bcbc9f698","name":"Science & Technology","slug":"science-technology"}],"challenges":[{"openGraph":{"image":{"url":"https://res.cloudinary.com/shapeable/image/upload/v1668989832/villars-institute/banner/theme-emerging-technologies_image__theme-emerging-technologies.jpg"}},"_schema":{"label":"Theme","pluralLabel":"Themes"},"__typename":"Challenge","id":"65d54797d5bcca2bcbc9d99b","name":"Emerging Technologies","slug":"emerging-technologies"}],"authors":[]}}]}}}