About the Better Book Project

CourseKata Is Part of a Larger Effort

CourseKata.org is made possible by the efforts and talent of our team at UCLA's Teaching and Learning Lab (UCLATALL) as well as the many instructors, researchers and designers, who contribute to the continuous improvement process.

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A New R&D Model for Continuous Improvement of Online Learning Resources

The introductory statistics project is part of a larger project with a mission to transform how we do R&D for improving education. The work is centered at the UCLA Psychology Department's Teaching and Learning Lab, and funded in part by a grant from the Chan Zuckerberg Initiative.

Collaboration by Design

Under this new model, educational improvement is accomplished as a collaboration among researchers, designers/developers, and practitioners. Each leg of this three-legged stool is critical for success, and each brings considerable talents to the table. Yet, unless all legs work together, progress will be limited. In this project, we are working to develop a strategy, technologies, and protocols to guide and support this collaborative work.

Enabling Research by Design

Research on teaching and learning is notoriously difficult to do. One major reason for this is the complex and contextual nature of teaching. Because most teaching has been carried out with large groups of students in classrooms, it has not been possible to easily share data or conduct experiments, which would require, for example, randomly assigning individual students to get different instructional interventions.

Join as a Researcher

We welcome active participation with researchers in the CourseKata process. If you have an experiment you'd like to run on our platform, or if you'd like to mine our student response data, contact us.

Request a researcher account

Continuous Improvement by Design

Putting materials online, and delivering them interactively to individual students using technology, is a game changer. It means that we can deliver different versions of instructional materials to randomly selected students. And because the materials are interactive, we can gather data on how students interact with and learn from the materials. If we are smart about it, we can then use this data to guide improvement of the materials, capturing incremental improvements in the materials themselves. We can create, in short, a continuously improving textbook.


Modeling First:

Applying Learning Science to the Teaching of Introductory Statistics

Thank You to Our Funders!
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