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Korah Wiley, from Univesity of California - Berkeley, visits TIDE

Korah Wiley, from Univesity of California - Berkeley, visits TIDE

06.06.2019

 

Korah Wiley, from Univesity of California - Berkeley, is visiting TIDE. She has participated in group meetings, where we shared related research and identified topics for collaboration, and gave an invited open seminar in our ICT Department.

 

 

Title of Talk: “The Value of Aligning Learning Analytics with a Theory-Grounded Learning Design”

Abstract

Learning analytics can provide teachers with information about students’ engagement with and performance on learning tasks. When these tasks are components of a theory-grounded learning design, the associated analytics have the potential to provide teachers with insight into the learning process. In this talk, I will describe the design of such theory-grounded learning analytics. Additionally, I will present findings on how teachers used these learning analytics to develop instructional interventions. I will also present findings regarding the effect of these interventions on student learning. Biography Korah Wiley is a doctoral candidate in the Graduate Group in Science and Mathematics Education (SESAME) program at the University of California-Berkeley and a National Science Foundation CADRE Fellow. Prior to pursuing her doctorate, she earned a Bachelor of Science in Biochemistry, a Master of Science in Molecular Cancer Biology, and taught for over 10 years as a biology instructor at the North Carolina School of Science and Mathematics. Her time teaching inspired her current research interest to support equitable STEM classroom teaching and learning. Currently, in her dissertation work, Korah investigates how to develop learning analytic solutions that promote implementation by teachers and the development of coherent science knowledge in students.

 

Biography

Korah Wiley is a doctoral candidate in the Graduate Group in Science and Mathematics Education (SESAME) program at the University of California-Berkeley and a National Science Foundation CADRE Fellow. Prior to pursuing her doctorate, she earned a Bachelor of Science in Biochemistry, a Master of Science in Molecular Cancer Biology, and taught for over 10 years as a biology instructor at the North Carolina School of Science and Mathematics. Her time teaching inspired her current research interest to support equitable STEM classroom teaching and learning. Currently, in her dissertation work, Korah investigates how to develop learning analytic solutions that promote implementation by teachers and the development of coherent science knowledge in students.

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