OM BRUM SOHA OM AMRITA AYUR DA DAI SOHA
For more infomation >> High School Students Helping Engineers Install Upgrades For Folsom Zoo - Duration: 2:08. 
For more infomation >> Radio personality Tom Joyner prepares for retirement - Duration: 3:10. 
For more infomation >> Drikk dette naturlige avføringsmiddelet for å forsiktig rense kroppen din - Duration: 2:38. 
For more infomation >> Fox Ridge Middle School Hoops For Heart 2018 - Duration: 1:43. 
(audience applauding)
- Doctor Bier has spent his career
at the intersection of learning and technology,
working to expand access to,
and improve the quality of education.
He's currently the executive director
of the Simon Initiative,
and the director of the Open Learning Initiative, or OLI,
at Carnegie Mellon University, or CMU.
Named for Nobel Laureate, Herb Simon,
the Simon Initiative works to interconnect, accelerate
and disseminate CMU's unique learning, research
and educational technology ecosystem.
Key to this initiative, is an approach that Simon dubbed
"Learning Engineering",
the use of learning research and affordances of technology
to design and deliver innovative, instrumented,
educational practices with demonstrated
and measurable outcomes.
Wow.
I'm really looking forward to listening to about that.
OLI, a recognized leader in open education,
combines leading research in the learning sciences
with state-of-the-art technology
to create scientifically based courses
that facilitate understanding for independent learners,
and supports instructors to improve effectiveness
in traditional classrooms.
By rigorously capturing and evaluating learner data,
OLI delivers powerful feedback loops
that assist learners and educators, improve courses,
and contribute to the larger understanding
of how humans learn.
Prior to joining OLI,
he was a director of training and development
at iCarnegie, Inc., a university subsidiary chartered
to deliver CMU-designed software development education
through international partner institutions.
His teaching experience includes both philosophy
and computer science courses at institutions ranging
from the Community College of Allegheny County
to Carnegie Mellon University.
He is a recognized leader in open education
and educational technology, and, in fact,
in 2015, he was honored by the
Center for Digital Education as one of their
Top 30 Technologists, Transformers and Trailblazers.
Once again, here's ...
You got to say it.
(audience mumbling)
Doctor Bier.
(audience applauding)
- First, just getting this out of the way,
I am pro-technology,
I think that we can do great things with it.
I'm assuming that's a comfortable position
at this conference.
I'm not going to stand up here and promise you
some rapid transformation or silver bullet.
I think that anybody that does, you should
invite to leave the stage.
If they own edtech company and promise
that they're going to disrupt higher education,
you should throw them off the stage.
(audience laughing)
So, those are, sort of, our ground rules.
Core message, as we walk out of the room,
whatever else you get from this talk,
I hope that you recognize that we
in not-for-profit higher education
are in an exceptional position
to leverage the work that's going on
in innovation and learning science
and to use it to simultaneously improve outcomes
in our classroom, but also to advance our understanding
of how human beings learn.
And I think that being successful in this space
is going to require a number of things
that we in higher ed are not traditionally good at.
We're not actually great at collaboration,
we're not great at new business models
and we've been getting better at open approaches
but we need to learn how to do better at all of it.
If nothing else, you're going to hear me repeat
this phrase a few times during the talk
and if you get nothing else from my talk,
science is incremental.
Alright, so the beginning of this,
I told you I was the executive director
of the Simon Initiative.
As you've heard, this is named for Herb Simon.
Who knows who Herb Simon is?
Who's Herb Simon?
- [Audience Member] He is a public administrator
that focused on organizational behavior.
- Organizational behavior.
This is really where he did the bulk of his work
and so Doctor Simon was a Carnegie Mellon professor.
He was also maybe best known for winning
a Nobel Prize in Economics,
which he got by trying
to understand organizational behavior
and he decided that,
to understand organizational behavior,
he needed to model human intelligence
and so he spent some time with Allen Newell,
inventing modern field of artificial intelligence,
got to the end of that run,
decided that he really needed to better understand
how human cognition worked
if he was going to model human intelligence,
so he then went on to found what we currently think of
as "cognitive science" as a field.
Man was busy, it's a little bit humbling
to lead an initiative named for him
but he's relevant in this case
because at the end of his career,
he began to spend a lot more of his time
and attention, thinking about
how to improve learning.
His own sense was that we have done
as much as we are going to do
in terms of improvement
if learning and teaching are going to consist
of one person standing up here, talking at you.
And instead, his argument was that,
to make advances, we need to begin
to treat the improvement of learning
as a research discipline in its own right
and as a research discipline that belongs
to every faculty member.
One that we need to treat with the same rigor
and the same respect as research in our own domains.
And, so this is the challenge that he threw out
to his colleagues at CMU,
to build this research community
that really took as its mission,
the advancement of learning
and our understanding of learning.
50 years ago, Herb Simon proposed what he called
a learning engineering approach.
And his notion of learning engineering
is that we begin with these models
and use them as a way to integrate what's happening
in the learning sciences and what's happening
in ongoing research, with new and innovative practice.
So we're able to use the best of what we know
from the sciences to design both our models
and our practice,
instrument those practices,
whether those are something new in the classroom
or something new online
and use that data to fundamentally improve
what's happening inside of our practice.
One key piece of this is an approach
that we've been talking about
as "Learning design as hypothesis."
That, at any point when we're developing
our learning environments,
when we drill down into smaller sets of learning activities
we're going to take what we know from good design
and good instructional engineering
but we're also going to recognize
that what we are making is a hypothesis,
that a student that engages in these activities
is going to achieve certain outcomes
and then we're closing the loop,
we're taking the data and saying
alright, how good was our hypothesis?
What do we need to do to adjust
either the materials or our initial goals?
I'll come back to this and talk about it in a bit.
We also are religious about data,
that this ability to embed assessment
into our learning environment
gives us this ability to drive powerful feedback loops.
Some of this is giving feedback to the learner,
targeted feedback on their mistakes,
hints when they need them,
but equally useful and interesting is the ability
to give feedback to our instructors.
This is just one example of that,
so this is a learning dashboard,
the tool that was developed as part
of the larger Simon Initiative by Marsha Lovett.
The notion here is that sitting underneath every OLI course
we have a cognitive model representing what the students
are trying to achieve and tying it
to the activities in the course.
As learners interact with these activities,
we've got a model that is making predictions
on how well they're mastering the material.
So, students in the gray have not done enough
for us to make a prediction,
red, we think they're still struggling,
yellow, they've almost got it
and green end up being folks who are almost there, right?
Or, ideally are there, rather.
Folks in the green should be able to pass an assessment
at the end of the course.
Big picture on this, the Simon Initiative
offers opportunities to engage
in a learning engineering approach.
We are taking all of the stuff that we have
and we're trying to push it out
into the open as the foundation for a larger community
of learning engineering.
There are opportunities to engage with this work
whether you're an individual faculty member
or whether you are a system representing the
State of North Carolina.
We think that some piece of this is technological,
some piece of it is social
but we also recognize that supporting this work
is going to require new ways of thinking
about sustaining it.
So, hopefully, you can think about this
as an open invitation to join in this work
whether this is at a higher level conversation
about how we can imagine new financial models,
whether this is in engaging in the research
and uploading your own data,
this is simply taking advantage
of some of the stuff that's on OLI
and adding your own work to it.
In the end we have an opportunity, I think,
as not-for-profit higher education that is fairly unique,
to collaborate in this way
and it's something that I'm hoping we find new ways
to take advantage of.
Đăng ký:
Đăng Nhận xét (Atom)
Không có nhận xét nào:
Đăng nhận xét