1. June 2013
Learning Engineer/Project Manager
Open Learning Initiative
Kim Larson

2. oli.cmu.edu
What is the Open Learning Initiative?
Scientifically-based open online learning environments based
on the integration of technology and the science of learning
with teaching. OLI is designed to simultaneously improve
learning and facilitate learning research.

3. oli.cmu.edu

4. oli.cmu.edu

5. oli.cmu.edu

6. oli.cmu.edu

7. oli.cmu.edu

8. oli.cmu.edu

9. oli.cmu.edu

10. oli.cmu.edu
What is a Cognitive Tutor?
A computerized learning environment whose
design is based on cognitive principles and whose
interaction with students is based on that of a
(human) tutor—i.e., making comments when the
student errs, answering questions about what to
do next, and maintaining a low profile when the
student is performing well.

11. oli.cmu.edu
Meta-cognitive skill development

12. oli.cmu.edu
Practice
Synthesizing
and
Applying
Skills &
Knowledge

13. oli.cmu.edu

14. oli.cmu.edu

15. oli.cmu.edu
What Are the Affordances of the
Technology?

16. oli.cmu.edu
Data Collection &
Feedback Loops for
Continuous
Improvement

17. oli.cmu.edu

18. oli.cmu.edu

19. oli.cmu.edu

20. oli.cmu.edu

21. oli.cmu.edu
Single Student View

22. oli.cmu.edu
Data Collection &
Feedback Loops for
Continuous
Improvement

23. oli.cmu.edu
Community-based Research

24. oli.cmu.edu
Iterative improvement

25. oli.cmu.edu
Iterative improvement

26. oli.cmu.edu
Data Collection &
Feedback Loops for
Continuous
Improvement

27. oli.cmu.edu
LearnLab:
Transforming Education Research
NSF Science of Learning Center
• 10 years, ~$50 million
• Tech enhanced courses, assessment, & research
• School cooperation for data collection
Ed tech + wide use = “Basic research at scale”

28. oli.cmu.edu
Learning Curve Analysis
DataShop: Pittsburgh Science of Learning Center

29. oli.cmu.edu
OLI Review:
• Apply learning science research and scientific method to course
development, implementation and evaluation.
• Develop interactive learning environments collaboratively (teams of
content experts and novices, learning scientists, HCI, software
engineers).
• Feedback loops for continuous improvement.
• Communities of use, evaluation and improvement.
What Difference Does it Make?

30. oli.cmu.edu
Proven Results
This study, conducted at Carnegie Mellon
University, shows that students using the
OLI statistics course at Carnegie Mellon
achieved the same or better learning
outcomes as students in the traditional
course in half the time.
Lovett, M., Meyer, O., & Thille, C. (2008). The Open Learning Initiative:
Measuring the effectiveness of the OLI statistics course in accelerating
student learning. Journal of Interactive Media in Education.

31. oli.cmu.edu
Accelerated Learning Results
• OLI students completed course in half the time with half the number of
in-person course meetings
• OLI students showed significantly greater learning gains (on the national
standard “CAOS” test for statistics knowledge) and similar exam scores
• No significant difference between OLI and traditional students in the
amount of time spent studying statistics outside of class
• No significant difference between OLI and traditional students in follow-
up measures given 1+ semesters later
M. Lovett, O. Meyer, & C. Thille, C., “The Open Learning Initiative: Measuring the effectiveness of the OLI
statistics course in accelerating student learning,” Journal of Interactive Media in Education (2008).

32. oli.cmu.edu
Proven Results
“The results of this study are remarkable;
they show comparable learning outcomes for
this basic course, with a promise of cost
savings and productivity gains over time.”
Deanna Marcum
Managing Director, Thaka S+R
Bowen, W.G., Chingos, M.M., Lack, K.L., & Nygren, T.I. (2012). Interactive
Learning Online at Public Universities: Evidence from Randomized Trials.
ITHAKA.

33. oli.cmu.edu
Strategy for Educational Improvement
Data
Theory
EdTech

34. oli.cmu.edu
OLI Funders
LearnLab is funded by The
National Science Foundation
award number SBE-0836012.

35. oli.cmu.edu
“Improvement in Post Secondary
Education will require converting
teaching from a ‘solo sport’ to a
community based research activity.”
—Herbert Simon

36. oli.cmu.edu
kllarson@cmu.edu