Amy Ogan, assistant professor at the Human-Computer Interaction Institute, joined fellow researchers at the Technology in English event; a conference for researchers and influencers in personalized learning, teacher training, community building and more who are dedicated to leveraging technology solutions to effectively overcome challenges in specific regions across the globe.
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.
Why do so many students drop out of MOOCs before completing the class? This is a question that has interested Carolyn Rosé, associate professor in the Human-Computer Interaction Institute and Language Technologies Institute, and prompted the research behind her tool, Bazaar.
Jennifer Olsen, a fifth year Ph.D. student in the Human-Computer Interaction Institute (HCII), will be joining five other Carnegie Mellon University students as a recipient of the 2017 Siebel Scholarship. Olsen, whose research focuses on advanced learning technologies, will receive a $35,000 award for her final year of studies.
The Siebel Scholarship History
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.
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.
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?
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. For instance, there are plenty of educational games on the shelves; unfortunately, very few of them have been shown, through empirical research, to lead to improved learning outcomes, particularly in mathematics. Thanks to a team of researchers from the Human-Computer Interaction Institute (HCII), this is changing.
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.
First authored by postdoctoral fellow Michael Eagle, the paper "Predicating Individual Differences for Learner Modeling in Intelligent Tutors from Previous Learner Activities" was awarded Best Paper during the User Modeling Adaption and Personalization (UMAP 2016) conference.
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.