KENNETH R. KOEDINGER

 

Home address

316 Lehigh Avenue

Pittsburgh, PA  15232

 

Email: Koedinger@cmu.edu

Office address

School of Computer Science

Carnegie Mellon University

Pittsburgh, PA 15213

(412)-268-7667

Web page: www-2.cs.cmu.edu/~pact/koedinger.html                            Fax: (412)-268-1266

 

BIO STATEMENT

My background includes a BS in Mathematics, a MS in Computer Science, a PhD in Cognitive Psychology, and experience teaching in an urban high school.  This multi-disciplinary preparation has been critical to my research goal of creating educational technologies that dramatically increase student achievement.  Toward this goal, I create "cognitive models", computer simulations of student thinking and learning, that are used to guide the design of educational materials, practices and technologies.  These cognitive models provide the basis for an approach to educational technology called "Cognitive Tutors" in which we create rich problem solving environments for students to work in and provide just-in-time learning assistance much like a good human tutor does.  I have developed Cognitive Tutors for mathematics and science and have tested them in the laboratory and the classroom.  In a whole-year classroom study with our Algebra Cognitive Tutor, I have shown that students in our experimental classrooms outperformed students in control classes by 50-100% on targeted real world problem solving skills and by 10-25% on standardized tests.  My research has contributed new principles and techniques for the design of educational software and has produced basic cognitive science research results on the nature of mathematical thinking and learning. I have authored 93 peer-reviewed publications, 8 book chapters, and 53 other papers and have been a Project Investigator on 16 major grants. I am a co-founder and board member of Carnegie Learning, Inc. and the CMU Director of the Pittsburgh Science of Learning Center (PSLC).  PSLC is a $25 million NSF center that provides researchers with "LearnLab", an international resource for creating, running, and mining data from rigorous classroom experiments to apply and advance theories of human and machine learning.

EDUCATION

Ph. D. Cognitive Psychology. Carnegie Mellon University.  December, 1990.

M.S.  Computer Science. University of Wisconsin, Madison.  May, 1986.

B.S.  Double major: Math and Computer Science. University of Wisconsin, Madison.  Graduated with distinction. May, 1984.

WORK EXPERIENCE

Professor.   Human-Computer Interaction Institute, School of Computer Science and Psychology Department, Humanities and Social Sciences, Carnegie Mellon University. 2005 to present.

Associate Professor.   Human-Computer Interaction Institute.  School of Computer Science, Carnegie Mellon University.  2001 to 2005.  Psychology Department, Humanities and Social Sciences, Carnegie Mellon University. 2004 to present.

Co-Founder, Board of Directors, and Consultant.  Carnegie Learning, Inc. July, 1998 to present

Senior Research Scientist.   Human-Computer Interaction Institute.  School of Computer Science, Carnegie Mellon University.  Research faculty position equivalent to associate professor.  1999 to 2001.

Research Computer Scientist.   Human-Computer Interaction Institute.  School of Computer Science, Carnegie Mellon University. Research faculty position equivalent to assistant professor.  Fall, 1993 to 1999.

Postdoctoral Fellowship.  McDonnell post-doctoral fellowship in Cognitive Studies and Educational Practice with John R. Anderson.  Department of Psychology, Carnegie Mellon University.  Fall, 1990 to Fall, 1993.

Graduate Research Assistant.  Knowledge engineer on the MENDEL Intelligent Tutoring System project, School of Education, University of Wisconsin, Madison.  May, 1985 through August, 1986.

awards

Best paper award at the 8th International Conference on Intelligent Tutoring Systems for “Adapting to when students game an intelligent tutoring system”, 2006.

Best paper award at the 7th International Conference on Intelligent Tutoring Systems for “Toward tutoring help seeking”, 2004.

Best student paper award at the Artificial Intelligence in Education 2003 conference for my PhD student, Santosh Mathan: “Recasting the feedback debate: Benefits of tutoring error detection and correction skills” by Mathan, S. & Koedinger, K. R., 2003.

Awarded the Allen Newell Medal for Research Excellence by the School of Computer Science at Carnegie Mellon University.  "For pioneering research at the boundary of computer science and psychology leading to the ACT-R model of human cognition, for the development of tutoring systems based on this model, and for demonstrating the application of these tutoring systems to real-world education in public schools."  2001

Named one of Pittsburgh's "40 under 40", an award given by Pittsburgh Magazine and Pittsburgh Urban Magnet Project (PUMP) to local leaders under the age of 40 who are front-runners in their fields and are committed to the city of Pittsburgh.  Recognized for cognitive psychology research, development of intelligent computer tutors, as co-director of PACT Center, and as a co-founder of Carnegie Learning, Inc.  2000.

Best paper award at the 5th International Conference on Intelligent Tutoring Systems for “Limitations of student control: Do students know when they need help?”  2000.

The US Department of Education designated the Cognitive Tutor Algebra course as an "Exemplary Curriculum" for K12 mathematics.  One of five in the nation. 1999.

A “FIRST” award for the Algebra cognitive tutor and its adaptation and evaluation for the college-level Intermediate Algebra course.  1997.

Best student paper award for my PhD student Neil Heffernan at the Nineteenth Annual Meeting of the Cognitive Science Society for “The composition effect in symbolizing: The role of symbol production vs. text comprehension” by Heffernan and Koedinger, 1997.

Best paper award at the 7th World Conference on Artificial Intelligence in Education for "Intelligent tutoring goes to school in the big city", August, 1995.

CURRENT GRANTS

Goldman Sachs Foundation.  “Improving College Prospects by Improving Math Achievement” by Suzanne Donnovan & Juliana Pare-Blagoev (SERP) and Julie Booth & Ken Koedinger (CMU).  January, 2007 to January, 2009.

Department of Education, Institute of Education Sciences, Cognition and Student Learning Research Grant #R305B070487: "Bridging the Bridge to Algebra: Measuring and Optimizing the Influence of Prerequisite Skills on a Pre-Algebra Curriculum" by Philip I. Pavlik & Kenneth R. Koedinger. July 1, 2007 to June 30, 2011.

Department of Education, Institute of Education Sciences, Effective Mathematics Education Research Grant # R305A070440: “Making Longitudinal Web-Based Assessment Give Cognitively Diagnostic Reports to Teachers, Parents and Students While Employing Mastery Learning” by Neil T. Heffernan, Kenneth R. Koedinger, & Brian Junker. July 1, 2007 to June 30, 2011. Sub to cmu: $992,153. WPI Subaward Agreement No. 0821622001

National Science Foundation, Science of Learning Centers. “Pittsburgh Science of Learning Center: Studying Robust Learning with Learning Experiments in Real Classrooms” by Kenneth R. Koedinger et al.  October 1, 2004 to September 30, 2009.  $25M.

Advanced Learning Technologies (ALT), NSF Award No. REC-0537198.  "Building Cognitive Tutors with Programming by Demonstration: When Simulated Students help Cognitive Modeling and Educational Studies" by William W. Cohen, Kenneth R. Koedinger, and Noboru Matsuda. September 15, 2005 to August 31, 2008

GE Foundation. "Facilitating Accountability for Standards-Based Math Education at All Levels Program" by Kenneth R. Koedinger and Carolyn Rose.  September 1, 2004 to August 31, 2007. $356K

$300K

Department of Education, Institute of Education Sciences, Effective Mathematics Education Research Grant #R305K030140: “Using Web-Based Cognitive Assessment Systems for Predicting Student Performance on State Exams” by Kenneth R. Koedinger, Brian Junker, Neil T. Heffernan, and Steven Ritter. October 2003 to October 2007. $1,386,161

Gift from CMU Alumni Ronald Zdrojkowski to support research of post doc Phil Pavlik, 2005-2008.

Office of Naval Research, N00014-02-1-0220: "Affordable Cognitive Modeling Authoring Tools using HCI Methods" by Kenneth R. Koedinger, Vincent Aleven, and Neil Heffernan. December 1, 2002 to December 1, 2005.  Renewal: December 1, 2005 to December 1, 2008. $389,325. CMU# 30220.

Previous Grants and Fellowships

Interagency Education Research Initiative (IERI), NSF Award No. REC-0115635.  “Collaborative Research: Understanding and Cultivating the Transition from Arithmetic to Algebraic Reasoning.”  PIs: Mitchell J. Nathan (University of Colorado), Kenneth R. Koedinger (CMU), and Sharon J. Derry (University of Wisconsin).  October 1, 2001 to September 30, 2006.$783,126 (CMU), $2,945,020 (CO), $? (WI).

Grable Foundation. “Authoring Tools for Cognitive Tutors: Making a Powerful Educational Technology Available for More Students” by Kenneth R. Koedinger.  April 1, 2004 to May 31, 2006. 

NSF Digital Society & Technologies: “Improving Life-Long Learning Skills with Interactive Learning Environments” by Vincent Aleven and Kenneth R. Koedinger. May, 2003 to May, 2006. $470,424.

NSF ITR: "Putting a face on Cognitive Tutors: Bringing active inquiry into active problem solving" by Albert Corbett, Kenneth R. Koedinger, Scott Stevens, Brad Myers, and Micki Chi.

Department of Education, FIPSE and NSF: "Opening the Genetics Gateway with Cognitive Tutors" by Albert Corbett, Beth Jones, and Kenneth R. Koedinger.

The William and Flora Hewlett Foundation, Grant # 2002-7803: "Four Courses, Millions of Users:  Creating a New Paradigm for Online Education" by Joel Smith et al.  May 1, 2002 to May 1, 2005. $1,900,000.

NSF ITR/PE, NSF Grant No. EIA-0113864: “Tutoring explanation and discovery learning: Achieving deep understanding through tutorial dialog” by Vincent Aleven and Kenneth R. Koedinger.  October 1, 2001 to September 30, 2004. $394,914.

NSF Research on Learning and Education: “Tracking the course of mathematical problem solving” by John R. Anderson, Cameron Carter, and Kenneth R. Koedinger.   October 1, 2000 to September 30, 2003.  $1,600,000.

NSF Research on Learning and Education:  “Dynamic scaffolding to improve learning and transfer of hidden skills” by Marsha C. Lovett, Brian W. Junker, Joel B. Greenhouse, Kenneth R. Koedinger, and Robert E. Kass. September 1, 2000 to August 31, 2003. $662,463

NSF Learning and Intelligent Systems Center, NSF Award No. CDA-9720359:  "CIRCLE: Center for Interdisciplinary Research on Constructive Learning Environments" by Kurt VanLehn, John Anderson, Kevin Ashley, Michelene Chi, Albert Corbett, Kenneth R. Koedinger, Alan Lesgold, Lori Levin, Johanna Moore, Martha Pollack.  Joint with University of Pittsburgh.  January, 1998 to January, 2003. $4,997,797, CMU: $1,478,000.

Carnegie Learning, Inc:  "Cognitive Tutors for middle school math" by Albert Corbett and Kenneth R. Koedinger.  August, 1999 to October, 2002.

$2,700,000

Office of Naval Research, N00014-02-1-0443:  "Cognitive Tutor tools for advanced instructional strategies" by Kenneth R. Koedinger, Vincent Aleven, and Neil Heffernan.  April 1, 2002 to September 20, 2002. $193,445

James S. McDonnell Foundation, Cognitive Studies for Educational Practice: "Bridges to representational fluency: Grounding and abstraction in early algebra instruction" by Kenneth R. Koedinger, Mitchell J. Nathan and Martha Alibali.  May, 1998 to May, 2002. $771, 016

NSF Learning and Intelligent Systems:  "A next-generation intelligent learning environment for statistical reasoning" by Marsha C. Lovett, Joel B. Greenhouse, Brian W. Junker, Robert E. Kass, Kenneth R. Koedinger, and Michael M. Meyer.  January, 1998 to January, 2001. $693,904

SRI CILT (Center for Innovations in Learning Technologies) minigrant: “Aligning TIMSS with Math Standards” by Kenneth R. Koedinger.  1999.  10,000

Heinz, Buhl, Grable, Mellon, and Pittsburgh Foundations:  "The PACT Center:  Enhancing mathematics achievement through the application of advanced cognitive technology" by John R. Anderson, Albert Corbett, and Kenneth R. Koedinger.  July, 1995 to July, 1999. $1,878,000

Department of Defense Education Administration, Presidential Technology Initiative: "Meeting high standards for mathematics achievement with cognitive tutor technology" by Kenneth R. Koedinger.  October, 1997 to October, 1998. $165,000

James S. McDonnell Foundation, Cognitive Studies for Educational Practice: "Understanding early algebra and bridging to symbolic algebra" by Kenneth R. Koedinger, Mitchell J. Nathan and Hermina J. M. Tabachneck.  January, 1995 to May, 1998. $417,000

Darpa CAETI, subcontract from BBN for remote testing of an intelligent algebra tutor (PAT) and development of plug-in tutor agents.  Kenneth R. Koedinger.  September, 1995 to August, 1997. $400,000

Department of Education, FIPSE:  "A cognitive tutor for developmental math" by Kenneth R. Koedinger and John R. Anderson, September, 1994 to September, 1997. $238,000

Office of Naval Research:  "A usability evaluation of RIDES" by Kenneth R. Koedinger and Albert Corbett.  June, 1995 to August, 1996. $129,000

IBM:  Minigrant to prototype a version of ANGLE on an IBM personal computer platform, October 9, 1992. $5,000

University of Wisconsin, National Center for Research in Mathematical Sciences Education:  Minigrant for "Mathematical conjecturing and proof knowledge in high school geometry students", October 7, 1992.

McDonnell Post-Doctoral Research Fellowship.  James S. McDonnell foundation program in Cognitive Studies and Educational Practice.  September, 1990 to September, 1992.

Laboratory Graduate Fellowship.  United States Air Force program on Skill Acquisition and Intelligent Tutoring Systems.  August, 1987 through August, 1990.

TEACHING EXPERIENCE

Research Methods for the Learning Sciences. 6 students. Spring, 2007.

Research Methods for the Learning Sciences. 15 students. Spring, 2006.

Human-Computer Interaction for Computer Scientists.  Supervised 3 PhD students who prepared and delivered most lectures. 7 students.  Spring, 2004.

Educational Technology: Design, Implementation, & Evaluation.  20 students.  Fall, 2003.

Cognitive Modeling and Intelligent Tutoring Systems.  5 students.  Spring, 2003

Introduction to Human-Computer-Interaction Methods. 54 students. Fall, 2002.

HCI Professional Masters Project Course. 25 students. Spring & Summer, 2002.

Cognitive Modeling and Intelligent Tutoring Systems.  19 students.  Fall, 2001.

HCI Professional Masters Project Course. 31 students. Spring & Summer, 2001.

Cognitive Modeling and Intelligent Tutoring Systems.  Four week version taught at the University of Canterbury, Christchurch, New Zealand.  7 students.  Spring, 2001.

Cognitive Modeling and Intelligent Tutoring Systems.  17 students.  Fall, 2000.

Introduction to Human-Computer-Interaction. 28 students.  Spring, 2000.

Introduction to Human-Computer-Interaction.  Required course for HCI Professional Masters and undergraduate HCI second majors.  53 students.  Fall, 1999.

HCI Professional Masters Project Course.  Taught the first project course for the new HCI Masters program, applying HCI techniques for usability design.  HCI Institute, Carnegie Mellon University. Spring and Summer, 1996.

High School Math Teacher:  Taught two high school geometry classes for three months as part of a special arrangement to get first hand experience in the high school classroom.  Langley High School, Pittsburgh, PA, Spring, 1992.

Guest Lectures:  Introduction to Cognitive Psychology, Psychology Department, Carnegie Mellon University, Spring and Fall, 1991.  Intelligent Tutoring Systems, Computer Science Department, Vanderbilt University, Fall, 1991.

Teaching Assistant.  Information Processing Psychology and Artificial Intelligence, Dr. John R. Anderson, Psychology Department, Carnegie Mellon University.  Fall, 1987.

Instructor.  Self-Paced LISP, Psychology Department, Carnegie Mellon University.  Lectured and supervised use of LISP Intelligent Tutoring System.  Summer, 1987.

Instructor.  Algebraic Language Programming, Computer Science Department, University of Wisconsin, Madison.  Full teaching responsibility for this Pascal programming course.  August, 1984 through May, 1985.

CURRENT GRADUATE STUDENTS

Thesis Chair: Lisa Anthony (Human-Computer Interaction), Aaron Bauer (Human-Computer Interaction), Ido Roll (Human-Computer Interaction), Hao Cen (Machine Learning), Erin Walker (Human-Computer Interaction), Ruth Wylie (Human-Computer Interaction), Ben Shih (Machine Learning).

prior graduate STUDENTS

Thesis Chair:

Norma Chang (Psychology). 2006 Thesis: Learning to Discriminate and Generalize through Problem Comparisons.  Current position: Post doc at University of California – Berkeley.

Ryan Baker (Human-Computer Interaction). 2005 Thesis: Designing Intelligent Tutors That Adapt to When Students Game the System.  Current position: University of Notingham, United Kingdom.

Octav Popescu (Language Technologies). 2004 Thesis: Logic-Based Natural Language Understanding in Intelligent Tutoring Systems.  Current position: Post doc at Carnegie Mellon University.

Santosh Mathan (Human-Computer Interaction). 2003 Thesis: Recasting the Feedback Debate: Benefits of Tutoring Error Detection and Correction Skills.  Current position: Research scientist in Human Centered Systems at Honeywell Labs.

Neil T. Heffernan (Computer Science). 2001 Thesis:  Intelligent Tutoring Systems have Forgotten the Tutor: Adding a Cognitive Model of Human Tutors.  Current position: Assistant Professor of Computer Science at Worcester Polytechnic Institute.

Lisa Haverty (Psychology). 1999 Thesis: The Importance of Basic Number Knowledge to Advanced Mathematical Problem Solving.  Current position: Carnegie Learning, Inc.

Adisack Nhouyvanisvong (Psychology). 1999 Thesis. Enhancing Mathematical Competence and Understanding: Using Open-ended Problems and Informal Strategies. Current position: Psychometrician, Pearson VUE.

Committee Member:

Dario Salvucci (Computer Science, 1998), Kevin Gluck (Psychology, 1999), Jeff Collins (English, 2003), Lara Meyer (Psychology, 2004).

academic Service

University and Department Service

Talks to help University-Foundation relations at the request of the Director of Foundation Relations, Kathy Lachenauer.  Grable Foundation, August 20, 2003. Heinz Endowments, January 20, 2004.  Buhl Foundation, July 19, 2004.

Participation on the HCII Executive Committee, 2001 to present.

Talks to Alumni as part of the Technology Breakfast Bytes series organized by the CMU Alumni office. Palo Alto, July 18, 2000. Seattle, July 19, 2000.  Austin, October 9, 2000. Atlanta, October 10, 2000.

University committee to select the first director of the new Office for Technology in Education, Fall, 1999.

HCII committee to form a new PhD program in Human-Computer Interaction, Winter, 1998-99.

Assistance to the Technology Transfer Office in completing Invention Evaluation Forms, 1997 and 1999.

Human-Computer Interaction Institute seminar organizer, August, 1994 to August, 1997.

Editorial Boards

      Cognition and Instruction, Journal of the Learning Sciences (former)

Reviewer for Journals
Cognitive Science, Artificial Intelligence and Education, The Journal of the Learning Sciences, Cognition and Instruction, Journal of Educational Psychology, American Educational Research Journal, Journal of Research in Mathematics Education.

Reviewer of Grant Proposals

James S. McDonnell Foundation, Cognitive Studies and Educational Practice
Spencer Foundation, Education Program
Department of Education, Fund of the Improvement of Post-Secondary Education
Department of Education, Institute for Education Sciences
National Science Foundation

Conference Program Committees

Program Co-Chair for Artificial Intelligence in Education 2007

Artificial Intelligence in Education, 1999, 2003, 2005

International Conference on Intelligent Tutoring Systems, 2000, 2002, 2004, 2006

Cognitive Science, 2001, 2002, 2006, 2007

Fourth International Conference of the Learning Sciences, 2000, 2002

Sixteenth National Conference on Artificial Intelligence, 1999

Fourth International Conference on Intelligent Tutoring Systems, 1998

Third International Conference on the Learning Sciences, 1998

Membership in Professional Organizations:

Cognitive Science Society
International AI in Education Society

International Society of the Learning Sciences
Association for Computing Machinery
American Educational Research Association

National Advisory Roles 

Department of Education advisory panel for the design of the education technology effectiveness study, November, 2002 and January, 2003.

Briefing to congressional aids on Educational Technology organized by the American Psychological Association, June, 2002.

National Research Council commissioned writer for a NRC book “How People Learn: A Targeted Report for Teachers”. 2000-2001

Member of NSF Blue Ribbon Panel on “Childhood Transitions to the Workplace”.  National Science Foundation, February 17-18, 2000.

Briefing on educational technology to the Undersecretary of Education, Marshall Smith, Department of Education. “Cognitive Tutors: Bringing advanced cognitive research to the classroom”.  May 7, 1999.

Invited presentation to the National Academy of Sciences, Board on Testing and Assessment’s committee on Foundations of Assessment.  “Cognitive Tutors and assessing implicit knowledge”.  October 2-4, 1998.

Invited paper for and participant in the National Council of Teachers of Mathematics Standards 2000 Technology Conference.  Contributed paper “Intelligent Cognitive Tutors as Modeling Tool and Instructional Model”.  June 5-7, 1998.

National Advisory Committee member for the NSF project "Electronic Homework and Intelligent Tutoring on the World Wide Web: Course Delivery Tools for Large Enrollment Courses" by Beverly Woolf et al. at the University of Mass, July, 1997 to July, 1999.

Advisory board for Vanderbilt Learning Technology Group’s NSF project on Jasper video series for anchored instruction of mathematics.

Invited Talks

Askwith Education Forum at the Harvard Graduate School of Education.  “Studying Robust Learning through Rigorous Experiments in Real Classrooms” Harvard University. March 6, 2007.

Korean Academy of Science and Technology.  Conference on Learning. Plenary speaker. Seoul, Korea, November, 2006.

Twenty-First National Conference on Artificial Intelligence. “Cognitive Tutors and Opportunities for Convergence of Human and Machine Learning Theory”. Plenary speaker. Boston, Massachusetts, July, 2006.

Department of Education’s Office of Special Education Programs (OSEP) Research Project Directors meeting.  July, 2004.

Concord Consortium. “Cognitive Tutors As Research Platform: Exploring the Role of Meta-Cognition in Learning” July, 2004.

Educational Technology Workshop.  University of Sao Paulo, School of the Future - Research Nucleus on Technologies for Education Brazil Ed Workshop.  Sao Paulo, Brazil.  March, 2004.

Psychology Seminar.  "Cognitive Tutors and the Role of Meta-Cognition in Learning".  Carnegie Mellon University.  January, 2004.

Psychology Seminar. "Cognitive Tutors and the Role of Meta-Cognition in Learning" University of Freiburg. June, 2003.

Cognitive Science Seminar.  "Cognitive Tutors and the Role of Meta-Cognition in Learning".  University of Colorado – Boulder.  February, 2003.

Computer Science Distinguished Lecture Series. "Cognitive Tutors: Bringing Advanced Technology to the Classroom". Vanderbilt University.  November, 2002.

Psychology of Mathematics Education - North America.  "Toward evidence for instructional design principles: Examples from Cognitive Tutor Math 6".  Athens, GA.  Plenary Speaker.  October, 2002.

Center for the Study of Learning, Instruction, and Teacher Development and Institute for Math and Science Education joint seminar. University of Illinois-Chicago. "Cognitive Tutors: Bringing Learning Research to the Classroom". October, 2002.

American Psychological Association.  Forum on Educational Technology.  Invited speaker.  June, 2002.

10th International Conference on Artificial Intelligence in Education.  “The Student is Not Like Me”.  San Antonio, Texas.  Keynote address.  May, 2001.

Automated Deduction in Education Workshop.  17th International Conference on Automated Deduction.  Pittsburgh, PA.  Invited speaker.  June 16, 2000.

Social Science Data Infrastructure Conference. “Learning Factors Analysis: Mining Student-Tutor Interactions to Optimize Instruction”. New York University.  November, 12-13, 1999.

Cognition and Development Seminar.  School of Education, University of California-Berkeley.  “Supporting Meta-Cognitive Knowledge Construction: Steps Toward Third Generation Intelligent Tutors for Mathematics”.  Invited speaker.  October 15, 1999.

Center for Interdisciplinary Research on Constructive Learning Environments (CIRCLE) Seminar.  LRDC, University of Pittsburgh.  “Supporting Meta-Cognitive Knowledge Construction: Steps Toward Third Generation Intelligent Tutors for Mathematics”.  September 24, 1999.

Institute for Communicating and Collaborative Systems, and Human Communication Research Centre seminars. University of Edinburgh.  “Coding the Human Memome: Cognitive Methods for Intelligent Tutor Design”.  Invited speaker.  September 13, 1999.

Learning by Design. Workshop sponsored by the Centre for Research in Development, Instruction and Training  (CREDIT).   University of Nottingham.  Invited participant.  September 9-12, 1999.

Bulgarian Forum on High School Math Software sponsored by Best Practices in Education, Banki, Bulgaria.  Invited participant.  August 10-15, 1999.

Gordan Research Conference on Innovations in College Chemistry Teaching, “Overcoming expert blindspot: Cognitive theory and methods for improving instructional effectiveness”, Connecticut College, June 20, 1999.

Center for Innovation in Learning Seminar, Carnegie Mellon University.  March 20, 1998.

Long Island Consortium for Interconnected Learning (LICIL) symposium, SUNY Farmingdale.  Invited speaker.  March 13, 1998.

High Schools That Work Conference, Southern Regional Education Board, Pittsburgh.  Invited speaker.  March 3, 1998.

Human-Computer Interaction Seminar, Carnegie Mellon University.  February, 1998.

DREI'97 institute on Cryptography and Network Security at Rutgers University.  Invited speaker.  July 29, 1997.

American Psychological Association, Applied Experimental and Engineering Psychology Meeting.  Main tutorial.  March 6, 1997.

Office of Naval Research, C41 Workshop.  Invited Speaker.  “Effectiveness of Intelligent Computer-aided Instruction”.  August, 1996.

Institute for the Learning Sciences, Northwestern University. Learning Science Seminar Speaker.  “Intelligent Tutoring Goes to School”.  December, 1995.

Human Factors Branch, NASA AMES.  Guest lecture.  March 21, 1994.

Computer Science Department, University of Chicago.  AI seminar speaker.  March 31, 1993.

Psychology and Human Development, Vanderbilt University.  Job talk.  March 16, 1992.

Cognitive Science department, University of California - San Diego.  Job talk.  March 5, 1992.

Learning Research and Development Center, University of Pittsburgh.  Colloquium speaker.  January, 29, 1992.

Centre for Applied Cognitive Science, Ontario Institute for Studies in Education, University of Toronto.  Colloquium speaker.  November, 25, 1991.

Vanderbilt University Computer Science department.  Gave Artificial Intelligence seminar and guest lectured for an Intelligent Tutoring Systems course.  October 3, 1991.

Workshop on “Cognitive Clichés and Intermediate Methods for Problem Solving” hosted by the Artificial Intelligence Lab of the Centre d’Estudis Avancats de Blanes in Blanes, Spain, June 17-19, 1991.

NATO Advanced Research Workshop on “Student Modeling:  The Key to Individualized Knowledge-Based Instruction”, Ste. Adele, Quebec, Canada, May 5-8, 1991.

publications

Books

1.         Snyder, J. & Koedinger, K. R.  (1999). Cognitive Tutor Geometry.  Pittsburgh, PA: Carnegie Learning.

Chapters in Books

2.         Razzaq, Heffernan, Koedinger, Feng, Nuzzo-Jones, Junker, Macasek, Rasmussen, Turner & Walonoski (2007). A Web-based Authoring Tool for Intelligent Tutors: Assessment and Instructional Assistance.  In Nadia Nedjah, et al. (Eds.) Intelligent Educational Machines.  Intelligent Systems Engineering Book Series. Springer.  http://www.springerlink.com/content/m2g23834641m858n/fulltext.pdf.

3.         Koedinger, K. R. & Corbett, A. T. (2006). Cognitive Tutors: Technology bringing learning science to the classroom. In K. Sawyer (Ed.) The Cambridge Handbook of the Learning Sciences, (pp. 61-78). Cambridge University Press.

4.         Aleven, V., McLaren, B. M., & Koedinger, K.R. (2004). Towards computer-based tutoring of help-seeking skills. In Help Seeking in Academic Settings: Goals, Groups and Contexts. Mahwah, NJ: Lawrence Erlbaum.

5.         Kalchman, M. & Koedinger, K. R. (2005).  Teaching and learning functions. In Donovan, S. & Bransford, J. (Eds.) How Students Learn. Washington, D.C.: National Academy Press.

6.         Koedinger, K. R. (2001).  Cognitive tutors as modeling tool and instructional model.   In Forbus, K. D. & Feltovich, P. J. (Eds.)  Smart Machines in Education: The Coming Revolution in Educational Technology, (pp. 145-168).  Menlo Park, CA:  AAAI/MIT Press. 
Earlier version Koedinger (1998), position paper for NCTM Standards 2000, Technology Workshop.  See http://www.carnegielearning.com/ research_fs.html.

7.         Corbett, A. T., Koedinger, K. R., & Hadley, W. H. (2001).  Cognitive Tutors: From the research classroom to all classrooms.  In Goodman, P. S. (Ed.) Technology Enhanced Learning: Opportunities for Change, (pp. 235-263). Mahwah, NJ: Lawrence Erlbaum Associates.

8.         Koedinger, K. R. (1998).  Conjecturing and argumentation in high school geometry students.  In Lehrer, R. and Chazan, D. (Eds.)New Directions in the Teaching and Learning of Geometry.  Hillsdale, NJ: Lawrence Erlbaum Associates.

9.         Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997).  Intelligent tutoring systems.  In Helander, M. G., Landauer, T. K., & Prabhu, P. V. (Ed.s) Handbook of Human-Computer Interaction, (pp. 849-874).  Amsterdam, The Netherlands: Elsevier Science B. V.

10.     Koedinger, K.R., & Anderson, J.R. (1993a).  Reifying implicit planning in geometry:  Guidelines for model-based intelligent tutoring system design.  In Lajoie, S., & Derry, S. (Eds.) Computers as Cognitive Tools.  Hillsdale, NJ:  Erlbaum.

Refereed Journal Papers - Published

11.     Koedinger, K. R., Alibali, M. W., Nathan, M. M. (2008). Trade-offs between grounded and abstract representations: Evidence from algebra problem solving.  Cognitive Science, 32(2): 366-397.
Builds upon conference paper Koedinger & Alibali (1999).

12.     Baker, R. S. J. d., Corbett, A. T. & Koedinger, K. R. (2007). The difficulty factors approach to the design of lessons in intelligent tutor curricula. International Journal of Artificial Intelligence in Education, 17(4), 341-369.

13.     Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking.  Metacognition Learning. Metacognition and Learning, 2(2).

14.     Koedinger, K. R. & Aleven, V. (2007).  Exploring the assistance dilemma in experiments with Cognitive Tutors.  Educational Psychology Review, 19 (3): 239-264.

15.     Ritter S., Anderson, J. R., Koedinger, K. R., & Corbet, A. (2007). Cognitive tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14 (2):249-255.

16.     Baker, R.S., Corbett, A.T., Koedinger, K.R. (2006). Responding to problem behaviors in Cognitive Tutors: Towards educational systems which support all students. National Association for the Dually Diagnosed (NADD) Bulletin, 9 (4), 70-75.

17.     Aleven, V., McLaren, B.M., Roll, I., and Koedinger, K. (2006). Toward meta-cognitive tutoring: A model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education, 16, 101-128. http://aied.inf.ed.ac.uk/

18.     Rittle-Johnson, B. & Koedinger, K. R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction. 23(3), 313-349.

19.     Mathan, S. A. & Koedinger, K. R. (2005) Fostering the Intelligent Novice: Learning from errors with metacognitive tutoring. Educational Psychologist. 40(4), 257-265.

20.     Sohn, M.-H., Goode, A., Koedinger, K. R., Stenger, V. A, Fissell, K., Carter, C. S., & Anderson, J. R. (2004). Behavioral equivalence, but not neural equivalence: Neural evidence of alternative strategies in mathematical thinking. Nature Neuroscience, 7, 1193-1994.

21.     Koedinger, K. R. & Nathan, M. J. (2004).  The real story behind story problems: Effects of representations on quantitative reasoning.  The Journal of the Learning Sciences, 13 (2), 129-164.
Builds upon conference paper Koedinger & Tabachneck (1995).

22.     Heffernan, N. & Koedinger, K.R. (2002). The design and formative analysis of a dialog-based tutor.  Sciences et Techniques Educatives, 9(1-2), 11-35.

23.     Aleven, V., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science, 26(2).
Builds upon conference proceedings Aleven, Koedinger, & Cross (1999) and Aleven, Koedinger, Sinclair, & Snyder (1998).

24.     Haverty, L. A., Koedinger, K. R., Klahr, D., & Alibali, M. W. (2000).  Solving induction problems in mathematics: Not-so-trivial pursuit. Cognitive Science, 24(2), 249-298.

25.     Nathan, M. J. & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. Cognition and Instruction, 18(2), 207-235.

26.     Nathan, M. J. & Koedinger, K.R.  (2000). Teachers' and researchers' beliefs of early algebra development. Journal for Research in Mathematics Education, 31 (2), 168-190.
Builds upon conference proceedings Nathan, Koedinger, & Tabachneck (1997).

27.     Nathan, M. J. & Koedinger, K. R. (2000). Moving beyond teachers' intuitive beliefs about algebra learning. Mathematics Teacher, 93, 218-223.

28.     Alibali, M. W. & Koedinger, K. R. (1999). The developmental progression from implicit to explicit knowledge: A computational approach. (Commentary on Z. Dienes & J. Perner, A theory of implicit and explicit knowledge.) Behavioral and Brain Sciences, 10, 755-756.

29.     Koedinger, K. R., Suthers, D. D., & Forbus, K. D. (1999).  Component-based construction of a science learning space.  International Journal of Artificial Intelligence in Education, 10.
Builds upon conference proceedings Koedinger, Suthers, & Forbus (1998).

30.     Miller, C. S., Lehman, J. F., & Koedinger, K. R. (1999).  Goals and learning in microworlds. Cognitive Science, 23, (3), 305-336.

31.     Koedinger, K. R., & Anderson, J. R. (1998).  Illustrating principled design:  The early evolution of a cognitive tutor for algebra symbolization.  Interactive Learning Environments, 5, 161-180.

32.     Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997).  Intelligent tutoring goes to school in the big city.  International Journal of Artificial Intelligence in Education, 8, 30-43. 
Builds upon conference proceedings Koedinger, Anderson, Hadley, & Mark (1995).

33.     Ritter, S. & Koedinger, K. R. (1996).  An architecture for plug-in tutoring agents. In Journal of Artificial Intelligence in Education, 7 (3/4), 315-347.  Charlottesville, VA: Association for the Advancement of Computing in Education.
Builds upon conference proceedings Ritter & Koedinger (1995).

34.     Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995).  Cognitive tutors: Lessons learned.  The Journal of the Learning Sciences, 4 (2), 167-207.

35.     Koedinger, K.R., & Anderson, J.R. (1990).  Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550.

36.     Streibel, M.J., Stewart, J., Koedinger, K.R., Collins, A., & Junck, J.R. (1987).  MENDEL: An intelligent tutoring system for genetics problem solving, conjecturing, and understanding.  Machine-Mediated Learning, 2, 129-160.

Refereed Journal Papers - Accepted

37.     Baker, R.S.J.d., Walonoski, J.A., Heffernan, N.T., Roll, I., Corbett, A.T., Koedinger, K.R. (to appear).  Why students engage in "gaming the system": Behavior in interactive learning environments. To appear in Journal of Interactive Learning Research.

38.     Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (in press).  Developing a generalizable system to detect when students game the system. To appear in User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI).

Refereed Journal Papers - Submitted

39.     Nathan, M. J., Stephens, A. C., Masarik, D. K., Alibali, M. W., & Koedinger, K. R. (submitted). Representational fluency in middle school: A classroom-based study. Submitted for peer review.
Builds upon conference proceedings Nathan, Stephens, Masarik, Alibali, & Koedinger (2002)

Refereed Journal Papers – In Progress

40.     Koedinger, K. R. & MacLaren, B. A. Developing a pedagogical domain theory of early algebra problem solving.
Builds upon technical report Koedinger & MacLaren (2002) and conference proceedings Koedinger & MacLaren (1997).

41.     Koedinger, K. R., & Sueker, E. L. F.  Monitored design of an effective learning environment for algebraic problem solving.
Builds upon conference proceedings Koedinger & Sueker (1996).

Refereed Papers in Conference Proceedings

42.     Koedinger, K. R., Cunningham, K., & Skogsholm, A. (2008).  An open repository and analysis tools for fine-grained, longitudinal learner data.  To appear in Proceedings of First International Conference on Educational Data Mining.

43.     Koedinger, K. R., Pavlik Jr., P. I., McLaren, B. M., & Aleven, V. (2008).  Is it better to give than to receive?   The assistance dilemma as a fundamental unsolved problem in the cognitive science of learning and instruction.  To appear in Proceedings of the Thirtieth Annual Conference of the Cognitive Science Society.

44.     Pavlik, P. I., Cen, H., Wu, L.,& Koedinger, K. R. (2008). Using item-type performance covariance to improve the skill model of an existing tutor.  Submitted to the First International Conference on Educational Data Mining.

45.     Cen, H., Koedinger, K.R., & Junker, B. (2007). Is over practice necessary? – improving learning efficiency with the Cognitive Tutor through educational data mining. In Luckin, R., Koedinger, K. R. & Greer, J. (Eds.).  Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED2007), 511-518. Amsterdam, IOS Press.

46.  Matsuda, N., Cohen, W., Sewall, J., Lacerda, G., & Koedinger, K. R. (2007) Predicting students’ performance with sim student: learning cognitive skills from observation. In R. Lukin, K.R. Koedinger, and J. Greer, (Eds.) Proceedings of the 13th International Conference on Artificial Intelligence in Education, (AIED07) pp.467-476.  Amsterdam, IOS Press.

47.  Matsuda, N., Cohen, W., Sewall, J., Lacerda, G., & Koedinger, K. R. (2007) Evaluating a simulated student using real students data for training and testing. In  C.Conati,  K. McCoy, and G. Paliouras, (Eds.) Proceedings of the 11th International Conference on User Modeling, UM2007, LNAI 4511, pp. 107-116 Berlin: Springer-Verlag.

48.  McLaren, B. M., Lim, S., Yaron, D., Koedinger, K.R. (2007) Can a polite intelligent tutoring system lead to improved learning outside of the lab?  In R. Lukin, K.R. Koedinger, and J. Greer, (Eds.) Proceedings of the 13th International Conference on Artificial Intelligence in Education, (AIED07) pp.433-440.  Amsterdam, IOS Press.

49.     Nwaigwe, A., Koedinger, K.R., VanLehn, K., Hausmann, R.,& Weinstein, A. (2007). Exploring alternative methods for error attribution in learning curves analysis in Intelligent Tutoring Systems. In Luckin, R., Koedinger, K. R. & Greer, J. (Eds.). Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED2007), 246-253. Amsterdam, IOS Press.

50.  VanLehn, K., Koedinger, K.R., Skogsholm, A., Nwaigwe, A., Hausmann, R.G.M., Weinstein, A., & Billings, B. (2007). What’s in a step? Toward general, abstract representations of tutoring system log data.  In  C.Conati,  K. McCoy, and G. Paliouras, (Eds.) Proceedings of the 11th International Conference on User Modeling, UM2007, LNAI 4511, pp. 455-459  Berlin: Springer-Verlag.

51.  Roll, I., Aleven, V. McLaren, B. M., & Koedinger, K.R. (2007) Can help seeking be tutored? Searching for the secret sauce of metacognitive tutoring.  In R. Lukin, K.R. Koedinger, and J. Greer, (E