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.
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.
Metals Prime, a team of five masters students from Carnegie Mellon University partnered with BloomBoard to envision a product to support educator learning in an online community setting. We embarked on a strongly user-driven end-to-end research, design, and development process which has culminated in the creation of BloomBoard Collaborate, a tool that aids teachers in building and creating transformative professional learning communities (PLCs) in a digital environment.Education Service Design BloomBoard Collaborate project page
Live-action role-playing (larp) combines face-to-face improvisation with game rules to create collaborative, playful narrative experiences for the participants. While many larps are created purely for entertainment, a growing number of larps strive to affect players. These larps include educational larps, larps for mental or physical health, larps for social change, larps that convey political points of view, and larps that ask players to explore ethical or moral quandaries.Education Games Faculty