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Learning Styles: Concepts and Evidence - Harold Pashler, Mark McDaniel, Doug Rohrer, Robert Bjork, 2008 (sagepub.com)

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Does the crowdsourcing system recommend some feedback tailed/targeted to specific/individulized errors/misconception? 

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Does the crowdsourcing system recommend some feedback tailed/targeted to specific/individulized errors/misconception? 

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ASSISTments | Free Education Tool for Teachers & Students

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SRI International, conducted a large-scale randomized controlled trial (RCT) on the ASSISTments platform, concluding in 2015. The findings revealed a substantial 75% increase in learning outcomes for students whose teachers utilized ASSISTments, in comparison to what normally happens in a year.

In 2017, WestEd received a federal grant to replicate this research study. The replication study yielded analogous results, showing that students using ASSISTments continued to exhibit higher learning outcomes even one year after the intervention.

The sample size was substantially increased to 5991 students and included a more diverse population, which enabled researchers to perform analyses based on minority economic status. Remarkably, the findings indicated even greater improvements in learning outcomes for students of color. An analysis of schools with a majority of students experiencing poverty revealed that they experienced a more pronounced positive effect as well.

Learn more about ASSISTments Efficacy Research
Evidence of Impact

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ASSISTments | Free Education Tool for Teachers & Students

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Free tool for assigning math content online. Students receive immediate feedback, teachers receive data insights to drive meaningful instruction. Optimized for Google Classroom, Canvas and Open Educational Resources.

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To Tutor or Not to Tutor: That is theQuestion

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To Tutor or Not to Tutor: That is theQuestion

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aied2009_To tutor or not to tutor: that is the question.pdf - Google Drive

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https://go.experts-exchange.com/

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Don't take our word for it...

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In 2001, I bought Experts Exchange because I believed so strongly in the community that called "EE" home.

These guys loved EE. The best parts of their day were logging in and 'geeking out' with their tech buddies.

Many of them are still here. For 25 years - this group from around the world has been learning & growing together by challenging opinions and forming real relationships.

Yes - our primary 'feature' is Q&A. But that doesn't tell the whole story ( click here to see how we compare to Stack Overflow).

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I think you'll love it. ‍

"There are very few people who can solve problems alone. The most important thing is to know with whom you are working. Trust is critical. "
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Experts Exchange - The Original Tech Community™

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We could do a fancy marketing page with a bunch of catchy sales language. But we're not marketers (thank goodness!). The best way to learn about Experts Exchange (EE) is to let our members describe it. "I have been a member for almost 20 years, and have posted over 10K questions.

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Does crowdsourced tutoring have a disciplinary advantage?

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Does crowdsourced tutoring have a disciplinary advantage?

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Can crowdsourced tutoring achieve real personalization? If not, what’s the difference?

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Can crowdsourced tutoring achieve real personalization? If not, what’s the difference?

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What is your opinion about the differences between the concepts "Wisdom of Crowds" and "Crowdsourcing"?

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What is your opinion about the differences between the concepts "Wisdom of Crowds" and "Crowdsourcing"?

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Do you have any suggestions for using crowdsourcing in psychological research?

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Do you have any suggestions for using crowdsourcing in psychological research?

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As we know, the ASSISTments learning platform and the crowdsourcing feedback discussed in chapter 11 are domain-specific, mainly focusing on mathematics. 1) Is it possible to adopt crowdsourcing feedback for learners of social science disciplines in the Adaptive Learning Systems? 2) What are the opportunities and challenges for us to achieve this goal, if possible?

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As we know, the ASSISTments learning platform and the crowdsourcing feedback discussed in chapter 11 are domain-specific, mainly focusing on mathematics. 1) Is it possible to adopt crowdsourcing feedback for learners of social science disciplines in the Adaptive Learning Systems? 2) What are the opportunities and challenges for us to achieve this goal, if possible?

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Are there any intellectual property protection issues when we use crowdsourcing resources? How do you protect the privacy of teachers and students in the ASSISTments platform?

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Are there any intellectual property protection issues when we use crowdsourcing resources? How do you protect the privacy of teachers and students in the ASSISTments platform?

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How to evaluate the quality of the crowdsourcing resource? How to guarantee the quality and correctness of the crowdsourcing feedback?

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How to evaluate the quality of the crowdsourcing resource? How to guarantee the quality and correctness of the crowdsourcing feedback?

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The crowdsourcing feedback in ASSISTments may require a large number of teachers (or students) to create learning resources. What strategies do you use to attract more teachers (or students) to join to create learning resources?

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The crowdsourcing feedback in ASSISTments may require a large number of teachers (or students) to create learning resources. What strategies do you use to attract more teachers (or students) to join to create learning resources?

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In the context of Self-Improving ITS, exploring how human self-regulate can help us understand how ITS self-improve.

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In the context of Self-Improving ITS, exploring how human self-regulate can help us understand how ITS self-improve.

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Deep Learning: Long Short-Term Memory Networks (LSTMs)

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Deep Learning: Long Short-Term Memory Networks (LSTMs)

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Deep Learning: Long Short-Term Memory Networks (LSTMs)

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DRIVER-SEAT  project (the Dialogue Reinforcement Infrastructure for Volitional Exploratory Research – Soliciting Effective Actions from Teachers) 

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DRIVER-SEAT  project (the Dialogue Reinforcement Infrastructure for Volitional Exploratory Research – Soliciting Effective Actions from Teachers) 

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DRIVER-SEAT, or the Dialogue Reinforcement Infrastructure for Volitional Exploratory Research - Soliciting Effective Actions from Teachers, will provide teachers with a quick and effective way to respond to student online homework. Similar to Google's Smart Reply, which uses machine learning to let users send predictive or "suggested" human-like messages when responding to an email, DRIVER-SEAT will give teachers three suggested automated messages to respond to students' math homework. The teacher can choose the most appropriate selection from the three choices to send to their student.

What the student will receive is a message that includes their teacher's comment with some context showing what the teacher is referring to with their comment.

Teachers will help create our library by piloting a prototype system and selecting feedback to send their students. Library development will enable us to apply deep learning in an effort to discover how to help teachers efficiently reply to their students.

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What is driver-seat? DRIVER-SEAT, or the Dialogue Reinforcement Infrastructure for Volitional Exploratory Research - Soliciting Effective Actions from Teachers, will provide teachers with a quick and effective way to respond to student online homework. Similar to Google's Smart Reply, which uses

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SRI International, conducted a large-scale randomized controlled trial (RCT) on the ASSISTments platform, concluding in 2015. The findings revealed a substantial 75% increase in learning outcomes for students whose teachers utilized ASSISTments, in comparison to what normally happens in a year.

In 2017, WestEd received a federal grant to replicate this research study. The replication study yielded analogous results, showing that students using ASSISTments continued to exhibit higher learning outcomes even one year after the intervention.

The sample size was substantially increased to 5991 students and included a more diverse population, which enabled researchers to perform analyses based on minority economic status. Remarkably, the findings indicated even greater improvements in learning outcomes for students of color. An analysis of schools with a majority of students experiencing poverty revealed that they experienced a more pronounced positive effect as well.

Learn more about ASSISTments Efficacy Research
Evidence of Impact

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ASSISTments | Free Education Tool for Teachers & Students

# data[].attributes.attachment_link.description
Free tool for assigning math content online. Students receive immediate feedback, teachers receive data insights to drive meaningful instruction. Optimized for Google Classroom, Canvas and Open Educational Resources.

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A short animated film by Crowdsourcing.org, narrated by Crowdsourcing.org's Founder, Carl Esposti, describing the four different ways Crowdsourcing works and the five different categories of things you can do with crowdsourcing.

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GloVe: Global Vectors for Word Representation - Paper Overview

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GloVe: Global Vectors for Word Representation - Paper Overview

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GloVe: Global Vectors for Word Representation - Paper Overview

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Toward Personalizing Students’ Education with Crowdsourced Tutoring