At Lumen Learning, our mission is simple: to enable unprecedented learning for all students. Now, early findings from a multi-year national study conducted by Digital Promise provide strong new evidence that we are on the right path.
Preliminary results show that students in Lumen One courses are more than twice as likely to pass compared to […]
Instructors play the primary role in improving student success. You decide how in-class time is used, what kinds of activities and assessments students will engage with, […]
By: Dr. David Wiley, Co-founder and Chief Academic Officer, Lumen Learning
Lumen is deeply committed to eliminating race, income, and gender as predictors of student success in US higher education. Each and every student, regardless of their race, income, or gender, is capable of succeeding when they are supported effectively. And at Lumen, we […]
By: Daysha Jackson-Sanchez, Vice President of Equity Solutions
Last month, I participated in a panel at SXSW EDU, titled “Equity-Centered Research for Innovative Courseware” where I was joined by moderator, Felice Nudelman, Associate Vice President of Academic Innovation and Transformation at AASCU, and fellow panelists Ángel López, Design Director at Blink UX and […]
Dr. David Wiley | Founder & Chief Academic Officer
Helping people adopt evidence-based practices is notoriously difficult. Even in matters of life and death, evidence-based practices frequently go unadopted or take an incredibly long time to enter widespread use. As Bauer, et al. (2015) explain,
It has been widely reported that evidence-based practices (EBPs) take on average […]
Chapter 13
Dr. David Wiley, Co-Founder, Chief Academic Officer
This chapter reviews Bloom’s classic 1984 article on the “2 sigma problem.” Personally, I find this article to be one of the most inspiring pieces of writing on education of all time. The article isn’t inspirational in a way […]
Chapter 6
Dr. David Wiley, Co-Founder, Chief Academic Officer
This chapter is about Ausbel’s 1960 paper on “advance organizers” (and no, it’s not “advanced organizers”). The key insight of this paper is that “the single most important factor influencing learning is what the learner already knows.” Or, as Kirschner […]
Bob Bodily, PhD, Director of Data Science & Research
In January of 2020, we started an experimental community-driven continuous improvement project with a few of our Waymaker courses. This was the continuous improvement process we followed:
By David Wiley, PhD, Chief Academic Officer and Robert Bodily, PhD, Senior Data Scientist
A substantive body of research demonstrates the incredible impact teachers can have on student learning when they know where their students are in the learning process and adapt their teaching to meet their learners’ specific needs. These adaptations […]
The potential of the “data revolution” in teaching and learning, just as in other sectors, is to create much more timely feedback loops for tracking the effectiveness of a complex system. In a field where feedback is already well established as a vital process for both […]