Dr. Andy Saltarelli serves as the Senior Director of Evaluation and Research in Stanford University’s office of the Learning Technologies and Spaces. His team leads campus-wide initiatives that leverage learning analytics for student success, evaluate the impact of instructional technologies, and facilitate innovative educational research. Andy holds a Ph.D. in educational psychology and his research investigates how instructional technologies affect key social psychological processes (e.g., belongingness, motivation, cooperation) underlying teaching and learning, especially for traditionally marginalized students. He has published over 15 peer-reviewed research articles in prominent outlets such as the journal Science.
Technology-mediated versions of both education and treatment for mental health have seen much of their potential undercut by the large numbers of participants who don’t complete the work. Understanding the broader online psychology behind this attrition can point to steps that minimize it.
Taking a course online can be an impersonal experience. Here are a few ways to get students more personally connected to the class.
Personalized learning at scale requires a balance between student autonomy and instructor-led direction and scaffolding, along with openness as a pedagogy and toward content licensing, to achieve personalized, crowdsourced, connected learning.
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