At Forest Grove Elementary School in Robinson Township, along the Ohio River just northwest of Pittsburgh, the Rust Belt is giving way to educational innovation. In a windowless room in the library, first- and second-graders experiment with a strange teaching device that’s a half-computer, half-wooden play table.
The Master of Educational Technology and Applied Learning Science degree is proud to announce that its most recent graduating cohort successfully reached 100% career placement, a statistic they have kept since the program’s inception in 2013. The program, which is a part of the Simon Initiative at Carnegie Mellon University, graduated its first class in 2014 and has been steadily growing since.
This post is hosted on the Huffington Post’s Contributor platform. Contributors control their own work and post freely to our site. If you need to flag this entry as abusive, send us an email. A recent Academic Anonymous post in The Guardian about how student surveys are affecting a young professor’s confidence got me thinking.
Saturday, August 20, 2016 By Shilo Rea / 412-268-6094 / email@example.com With more than 205 trillion ways to teach and learn, it’s easy to understand why going back to school can be overwhelming for students and their instructors. Three research-based tips from Carnegie Mellon University can help start the school year right.
It’s not everyday that a Human-Computer Interaction Institute (HCII) capstone project brings you to the White House to present your work, but that’s what happened for Masters of Educational Technology and Applied Learning Science (METALS) student Kathy Yu.
When it comes to learning math, how much fun you are having is rarely factored into the equation. That isn’t to say that game designers have not tried to turn instruction into more engaging material.
Mark Potter is a 2014 graduate from the Masters of Educational Technologies and Applied Learning Science (METALS) at Carnegie Mellon University. Though he originally was pursuing a career in accounting, his time spent tutoring students helped him realize his passion for improving educational outcomes. What was your background before you entered the METALS program?
Technology use continues to rise in schools as an important means for teachers to create a more personalized learning experience for students. Schools are increasingly dedicating significant budgets to apply educational technology to classrooms, as much as 6.6 billion in the U.S. alone.
Can past learning activities predict differences in individual student success? A recent project with researchers from the Human-Computer Interaction Institute (HCII) set out to answer just that, and picked up a Best Paper award along the way.
Carnegie Mellon University, like other colleges and universities, is able to create smaller learning cohorts from large lectures by using teaching assistants. These TAs often have varied backgrounds and levels of familiarity with the U.S. educational system, which can make learning experience and outcomes differ from section to section.
Human-Computer Interaction Institute (HCII) Assistant Professor Amy Ogan firmly believes that the best way to improve educational technologies in international classrooms is to visit those classrooms personally, observing students and learning about how they learn.
Nesra Yannier, a current Ph.D. candidate in the HCII, recently presented her thesis project to an auditorium full of entrepreneurs, faculty, students, alumni and industry professionals at the 20th Show and Tell event for Project Olympus on Thursday, April 14, 2016. The event, supported by the Center for Innovation and Entrepreneurship (CIE), includes student and faculty start up projects.
Carnegie Mellon University researchers have found a way to improve education for elementary and middle school students.
In a lab in Pittsburgh filled with sleek computers, doll houses and an assortment of colorful toys, two scientists are trying to find better ways to teach students who speak in non-mainstream dialects how to excel in school–and in life–by learning to communicate in mainstream English. Their surprising conclusion?
Can robots teach better than real teachers? Researchers at Carnegie Mellon University may have programmed ones that can. In an ongoing six-year program, researchers have built and tested animated children that talk with and teach elementary and middle school students. The bots helped raise math, science, and reading test scores significantly in multiple studies, researcher Justine Cassell tells Tech Insider.
HCII Faculty, Students to Present Papers and Works in Progress
Amy Ogan, an assistant professor in the HCII and an educational technologist, is fascinated by researching ways to make learning more engaging, effective and enjoyable. Ogan is also a recent recipient of the Jacobs Foundation Research Fellowship, a global fellowship program for the research on child and youth development.
The National Science Foundation recently hosted a three-day conference to celebrate the success of its six Science of Learning Centers, and three HCII faculty members were among the representatives from Carnegie Mellon and the University of Pittsburgh’s LearnLab.
Traditional education models generally revolve around lectures, but new findings from HCII Professor Ken Koedinger and a team of Carnegie Mellon researchers shows that lectures aren’t nearly as effective as people think they are – at least those of the video variety.
The Human-Computer Interaction Institute (HCII) at Carnegie Mellon University received two new grants to advance research in the area of intelligent tutoring. The use of intelligent tutoring systems (ITS) has been shown to bridge the gap between lower and higher performing students. ITS will continue to play a critical role in improving the performance of U.S.
Slate Calls Out Koedinger’s Contributions to Learning Technologies | Human-Computer Interaction Institute
Artificially intelligent software is changing the face of the American classroom, and Slate’s recent article “No More Pencils, No More Books” looks to experts like HCII Professor Ken Koedinger for insight into whether or not these types of learning technologies are effective.
Learning Media Design Center Director and HCII faculty member Marti Louw will receive a three-year, $1.7 million National Science Foundation award to develop and study a cyberlearning tool that supports deep looking and learning in citizen science.
Koedinger Talks LearnSphere in Hechinger Report, U.S. News & World Report | Human-Computer Interaction Institute
“LearnSphere, a new $5 million federally funded project at Carnegie Mellon University, aims to become ‘the biggest open repository of education data’ in the world,” begins the Hechinger Report article “Carnegie Mellon Project Revives Failed inBloom Dream To Store and Analyze Student Data.”
By Bill JeromeMore Posts (2) Editor’s Note: I am pleased to announce that Bill has agreed to continue contributing blog posts from time to time. Therefore, he is now officially a “Featured Blogger” rather than a “Guest Blogger.” Last week, I … Continue reading →