learnlab : bridging the gap between learning science and educational practice

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LearnLab: Bridging the Gap Between Learning Science and Educational PracticeKen KoedingerHuman-Computer Interaction & Psychology, CMUPI & CMU Director of LearnLab

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Real World Impact of Cognitive Science

Algebra Cognitive Tutor• Based on ACT-R theory

& cognitive models of student learning

• Used in 3000 schools600,000 students

• Spin-off:

Koedinger, Anderson, Hadley, & Mark (1997). Intelligent tutoring goes to school in the big city.

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Personalized instruction

Challenging questions

… individualization

Progress…Authentic problems Feedback within complex solutions

Cognitive Tutors: Interactive Support for Learning by Doing

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Success ingredients• AI technology• Cognitive Task Analysis• Principles of instruction &

experimental methods• Fast development &

use-driven iteration

Cognitive Task Analysis: What is hard for Algebra students?

Story ProblemAs a waiter, Ted gets $6 per hour. One night he made $66 in tips and earned a total of $81.90. How many hours did Ted work?

Word ProblemStarting with some number, if I multiply it by 6 and then add 66, I get 81.90. What number did I start with?

Equationx * 6 + 66 = 81.90

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0102030405060708090100

ElementaryTeachers

MiddleSchoolTeachers

High SchoolTeachers

% Correctly ranking equations as hardest

Nathan & Koedinger (2000). An investigation of teachers’ beliefs of students’ algebra development. Cognition and Instruction.

Expert Blind Spot!

Koedinger & Nathan (2004). The real story behind story problems: Effects of representations on quantitative reasoning. The Journal of the Learning Sciences.

Data contradicts common beliefs of researchers and teachers

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Cognitive Tutor Algebra course yields significantly better learning

Course includes text, tutor, teacher professional development

~11 of 14 full-year controlled studies demonstrate significantly better student learning

Koedinger, Anderson, Hadley, & Mark (1997). Intelligent tutoring goes to school in the big city.

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Success? YesDone? No!Why not?• Student achievement still not ideal• Field study results are imperfect• Many design decisions with no research

base

• Use deployed technology to collect data, make discoveries, & continually improve

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PSLC Vision• Why? Chasm between science & ed practice

• Purpose: Identify the conditions that cause robust student learning– Educational technology as instrument– Science-practice collaboration structure

• Core Funding: 2004-2014

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What we know about our own learning

What we do not know

You can’t design for what you don’t know!

Do you know what you know?

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Chemistry Virtual Lab

Algebra Cognitive Tutor

Ed tech + wide use = “Basic research at scale”

=

Transforming Education R&D

• Fundamentally transform– Applied research in education– Generation of practice-

relevant learning theory

+

English Grammar Tutor

Educational Games

Ed Tech => Data => Better learning

LearnLab Thrusts

LearnLab Course Committees

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How you can benefit from LearnLab• Research

– General principles to improve learning• Methods

– Cognitive task analysis, in vivo studies• Technology tools• People

– Masters students & projects

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What instructional strategies work best?• More assistance vs. more challenge

– Basics vs. understanding– Education wars in reading, math,

science…

Koedinger & Aleven (2007). Exploring the assistance dilemma in experiments with Cognitive Tutors. Ed Psych Review.

• Research on many dimensions– Massed vs. distributed (Pashler)– Study vs. test (Roediger)– Examples vs. problem solving

(Sweller,Renkl)– Direct instruction vs. discovery learning

(Klahr)– Re-explain vs. ask for explanation (Chi,

Renkl)– Immediate vs. delayed (Anderson vs. Bjork)– Concrete vs. abstract (Pavio vs. Kaminski)– …

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Knowledge-Learning-Instruction (KLI) Framework: What conditions cause robust learning

LearnLab research thrusts address KLI elements

• Cognitive Factors – Charles Perfetti, David Klahr

• Metacognition & Motivation– Vincent Aleven, Tim Nokes-Malach

• Social Communication – Lauren Resnick, Carolyn Rose

• Computational Modeling & Data Mining – Geoff Gordon, Ken Koedinger

Koedinger et al. (2012). The Knowledge-Learning-Instruction (KLI) framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science.

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Results of ~200 in vivo experiments =>Optimal instruction depends on knowledge goals

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Cognitive Task Analysis using DataShop’s learning curve tools

Without decomposition, using just a single “Geometry” KC,

Upshot: Can automate analysis & produce better student models

But with decomposition, 12 KCs for area concepts,

a smoother learning curve.

no smooth learning curve.

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How you can benefit from LearnLab• Research

– General principles to improve learning• Methods

– Cognitive task analysis, in vivo studies• Technologies

– Tutor authoring– Language processing– Educational Data Mining

• People: Masters students & projects

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Questions?

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Question for you

What do you need in a learning science professional?

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Extra slides

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3(2x - 5) = 9

6x - 15 = 9 2x - 5 = 3 6x - 5 = 9

Cognitive Tutor Technology• Cognitive Model: A system that can solve problems in

the various ways students can

If goal is solve a(bx+c) = dThen rewrite as abx + ac = d If goal is solve a(bx+c) = d

Then rewrite as abx + c = d

If goal is solve a(bx+c) = dThen rewrite as bx+c = d/a

• Model Tracing: Follows student through their individual approach to a problem -> context-sensitive instruction

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3(2x - 5) = 9

6x - 15 = 9 2x - 5 = 3 6x - 5 = 9

Cognitive Tutor Technology• Cognitive Model: A system that can solve problems in

the various ways students can

If goal is solve a(bx+c) = dThen rewrite as abx + ac = d If goal is solve a(bx+c) = d

Then rewrite as abx + c = d

• Model Tracing: Follows student through their individual approach to a problem -> context-sensitive instruction

Hint message: “Distribute a across the parentheses.” Bug message: “You need to

multiply c by a also.”

• Knowledge Tracing: Assesses student's knowledge growth -> individualized activity selection and pacing

Known? = 85% chance Known? = 45%

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Cognitive Task Analysis Improves Instruction• Studies: Traditional instruction vs. CTA-based

– Med school catheter insertion (Velmahos et al., 2004)– Radar system troubleshooting (Schaafstal et al., 2000) – Spreadsheet use (Merrill, 2002)

• Lee (2004) meta-analysis: 1.7 effect size!

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Learning Curves

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Inspect curves for individual knowledge components (KCs)

Some do not =>Opportunity to improve model!

Many curves show a reasonable decline

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DataShop’s “leaderboard” ranks alternative models100s of datasets from ed tech in math, science, & language

Best model finds 18 components of knowledge (KCs) that best predict transfer

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Data from a variety of educational technologies & domains

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Numberline Game

Statistics Online Course English Article Tutor

Algebra Cognitive Tutor

Model discovery across domains

3011 of 11 improvedmodels

Variety of domains& technologies

Koedinger, McLaughlin, & Stamper (2012). Automated student model improvement. In Proceedings of Educational Data Mining. [Conference best paper.]

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Data reveals students’ achievement & motivations

We have used it to• Predict future state test scores as well

or better than the tests themselves• Assess dispositions like work ethic• Assess motivation & engagement• Assess & improve learning skills like

help seeking…

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LearnLab courses at K12 & College Sites

• 6+ cyber-enabled courses: Chemistry, Physics, Algebra, Geometry, Chinese, English

• Data collection– Students do home/lab work

on tutors, vlab, OLI, …– Log data, questionnaires,

tests DataShop

Researchers Schools

Learn Lab

Chemistry virtual lab

Physics intelligent tutor

REAP vocabulary tutor

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Lab experiment

In Vivo Experiment

Design Research

Randomzd Field Trial

Setting Lab School School School

Control condition Yes Yes No Yes

Focus on principle vs. on solution

(Change N things)

Scientific Principle

ScientificPrinciple

Instr. Solution

Instr. Solution

Cost/Duration $/Short $$/Medium $$/Long $$$$/Long

Bridging methodology: in vivo experiments

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Knowledge Components• Definition: An acquired unit of cognitive

function or structure that can be inferred from performance on a set of related tasks

• Includes:– skills, concepts, schemas, metacognitive strategies,

malleable habits of mind, thinking & learning skills• May also include:

– malleable motivational beliefs & dispositions• Does not include:

– fixed cognitive architecture, transient states of cognition or affect

• Components of “intellectual plasticity”

Koedinger et al. (2012). The Knowledge-Learning-Instruction (KLI) framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science.

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General knowledge components, sense-making, motivation, social intelligencePossible domain-general KCs• Metacognitive strategy

– Novice KC: If I’m studying an example, try to remember each step

– Desired KC: If I’m studying an example, try to explain how each step follows from the previous

• Motivational belief– Novice: I am no good at math– Desired: I can get better at math by studying & practicing

• Social communicative strategy– Novice: If an authority makes a claim, it is true – Desired: If considering a claim, look for evidence for &

against it

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What is Robust Learning?• Achieved through:

– Conceptual understanding & sense-making skills

– Refinement of initial understanding– Development of procedural fluency with

basic skills

• Measured by:– Transfer to novel tasks– Retention over the long term, and/or – Acceleration of future learning

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KLI summary• Learning occurs in

components (KCs)• KCs vary in kind/cmplxty

– Require different kinds of learning mechanisms

• Optimal instructional choices are dependent on KC complexity

Intelligence does not improve generically

Koedinger et al. (2012). The Knowledge-Learning-Instruction (KLI) framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science.

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Conclusions• Learning & education are complex

systems

• Lots of work for learning science!

• Use ed tech for “basic research at scale”=> Bridge science-practice chasm