More than anything else, SRI’s meta-analysis of adaptive learning studies shows that we won’t be able to prove what works until we start designing better and more consistent studies.
"Outcomes" covers impact—including the measurement of it—for technology-enabled education initiatives.
This is almost old news now, but we just haven’t been able to dig into it yet. As part of its Adaptive Learning Market Acceleration Program (ALMAP) program, the Gates Foundation funded SRI to do a study of the results of the grants after two years. I hope to finally clear some time to parse through […]
The Chronicle has an article out today, “Can the Student Course Evaluation Be Redeemed?”, that rightly points out how student course evaluations are often counter-productive to improving teaching and learning. The article refers to a Stanford professor’s call for an instructor completed “inventory of the research-based teaching practices they use”, but most of the article centers […]
It is important to look at both types of data – textbook list prices and student expenditures – to see some of the important market dynamics at play. All in all, students are exercising their market power to keep their expenditures down – buying used, renting, borrowing, obtaining illegally, delaying purchase, or just not using at all.
I have written several posts looking at the new College Scorecard and its inherent flaws in the data, often starting with observations from Russ Poulin at WCET. Today Susan Svrluga, education reporter at the Washington Post, posted a new article co-written by me and Russ and titled “Hundreds of colleges missing from Obama’s College Scorecard?”. The […]