Yoav Bergner: Analytics for Collaborative Learning and Assessment: In the Wild, in the Lab, and in Between. @ Pless Hall, 5th fl. Conference Room

03/02/2016 12:00 pm – 03/02/2016 1:00 pm Analytics for Collaborative Learning and Assessment: In the Wild, in the Lab, and in Between Yoav Bergner, ETS Advances in educational technology and learning analytics have been gradually widening the window for quantitative modeling of collaborative learning and performance. While ideal data and methods have yet to coalesce—applications are still opportunistic and models are still reductive—there is reason to be optimistic. Both methods and data are rapidly evolving. I will discuss some of the challenges as well as promising modeling approaches in three contexts of collaboration analytics: the wilds of massive open online courses, laboratory experiments with computer-supported peer tutoring, and psychometric designs for collaborative assessment. This journey will include social network analysis, hidden Markov models, and item response theory. We will stop periodically to reflect on the role that evidence identification can play in improving design and vice versa. Yoav Bergner is a Research Scientist in the Computational Psychometrics Research Center at Educational Testing Service (ETS). After earning a Ph.D. in Theoretical Physics from M.I.T., Yoav spent five years as a sculptor and furniture maker and three more as a public school teacher. Teaching led to a refocused interest in education and post-doctoral work in physics education research. Bergner’s current research bridges methods from educational data mining, learning analytics, and psychometrics with applications to data from simulations, tutors, and online courses. He has developed CPSX, an extension for small-group discussion using the Open edX learning management system. Bergner is the PI of an NSF-funded collaboration to study social learning in online courses and MacArthur-funded project to conceptualize assessment of learning in Makerspaces. He is a MacArthur/ETS Edmund W. Gordon Fellow for 21st Century Learning and Assessment.