IC Colloquium: Making Learning Visible: Toward a Process-Oriented Approach to Education
Event details
| Date | 31.03.2025 |
| Hour | 10:15 › 11:15 |
| Location | Online |
| Category | Conferences - Seminars |
| Event Language | English |
By: Bertrand Schneider - Harvard University
Abstract
In this talk, I argue that we need to move beyond merely measuring learning outcomes like grades and pay more attention to how students learn—their processes, struggles, and growth. Too often, education treats learning like a black box: we see the input and the final result, but not what happens in between. I draw from computer science, psychology, and multimodal learning analytics to show how we can capture rich process data—like speech, body movement, eye gaze, and collaboration patterns—to make learning visible. Using examples from makerspaces and STEM courses, I highlight how this approach helps us better support students’ collaboration, self-efficacy, and sense of belonging. The goal is to design tools and environments that don’t just assess what students know, but how they learn, so that we can help them grow into confident and resilient learners.
Bio
Bertrand Schneider is an Associate Professor at the Harvard Graduate School of Education, where he leads research at the intersection of learning sciences, data science, and human-computer interaction. His work focuses on making learning processes visible—using multimodal data, machine learning, and real-time feedback tools to better understand how students think, collaborate, and learn. Bertrand's research aims to design more equitable, personalized, and meaningful educational experiences across diverse learning environments, including makerspaces, STEM classrooms, and collaborative settings.
More information
Abstract
In this talk, I argue that we need to move beyond merely measuring learning outcomes like grades and pay more attention to how students learn—their processes, struggles, and growth. Too often, education treats learning like a black box: we see the input and the final result, but not what happens in between. I draw from computer science, psychology, and multimodal learning analytics to show how we can capture rich process data—like speech, body movement, eye gaze, and collaboration patterns—to make learning visible. Using examples from makerspaces and STEM courses, I highlight how this approach helps us better support students’ collaboration, self-efficacy, and sense of belonging. The goal is to design tools and environments that don’t just assess what students know, but how they learn, so that we can help them grow into confident and resilient learners.
Bio
Bertrand Schneider is an Associate Professor at the Harvard Graduate School of Education, where he leads research at the intersection of learning sciences, data science, and human-computer interaction. His work focuses on making learning processes visible—using multimodal data, machine learning, and real-time feedback tools to better understand how students think, collaborate, and learn. Bertrand's research aims to design more equitable, personalized, and meaningful educational experiences across diverse learning environments, including makerspaces, STEM classrooms, and collaborative settings.
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Practical information
- General public
- Free
Contact
- Host: Pierre Dillenbourg