Computer aided instruction is no worse, and sometimes better, than classroom instruction. CAI also offers other benefits – letting students go at their own pace, personalized feedback, and cost-effective delivery of education. So really, there is no reason why computer-aided instructional strategies are not part of a school’s repertoire for reforms.

One of my scholarly interests is in social networks, and naturally the application of social network analysis in education research. I’m currently working on a paper with my advisor looking at the citation patterns (and thus the flow of knowledge) between journals in Education. I’ll spare you the gritty details of sample selection, computing of various metrics, and the final analysis. You can wait for the article for that stuff. However, I thought I’d share a preliminary social-graph that offers some interesting insights into the knowledge flows of ed-research.
My secondary …

I’m quite excited for a little personal experiment I will participate in this coming spring semester. I’ve organized a little group of PhD students here at USC, and we’re forming a group independent study/reading group to teach ourselves how to do multi-level modeling (aka hierarchical linear modeling).
Why are we doing this?  Well because there are no classes at USC that teach it, and we cannot enroll across town at UCLA because their class is too full. So as Harry and his friends did in the Order of the Phoenix, we’ve …