Candace Thille

Bio: Candice Thille is an educator and leader in the learning sciences. Her research is based on the premise that learning is a multifaceted process. Her research focuses on creating learning environments and data systems that help bridge the gap between research and teaching practices.  Her recent work primarily focuses on applying principles from learning science to the design and evaluation of open, web-based learning environments, which are particularly relevant for college courses. 

You can learn more about her work through Stanford University: Candice Thille at Stanford.

Education: 

• Ed.D., University of Pennsylvania, Higher Education (2013)

• M.S., Carnegie Mellon University, Information Technology (2005)

• B.A., University of California, Berkeley, Sociology (1980)

Publications:

Replicability of neural responses to speech accent is driven by study design and analytical parameters. Scientific reports

Strauber, C. B., Ali, L. R., Fujioka, T., Thille, C., McCandliss, B. D.

2021; 11 (1): 4777

Reinforcement Learning for the Adaptive Scheduling of Educational Activities

Bassen, J., Balaji, B., Schaarschmidt, M., Thille, C., Painter, J., Zimmaro, D., Gamest, A., Fast, E., Mitchell, J. C., ACM

ASSOC COMPUTING MACHINERY. 2020

The heart of educational data infrastructures-Conscious humanity and scientific responsibility, not infinite data and limitless experimentation 

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY

Johanes, P., Thille, C.

2019

OARS: Exploring Instructor Analytics for Online Learning

Bassen, J., Howley, I., Fast, E., Mitchell, J., Thille, C., ACM

ASSOC COMPUTING MACHINERY. 2018

Exploring the Impact of the Default Option on Student Engagement and Performance in a Statistics MOOC

Brunskill, E., Zimmaro, D., Thille, C., ACM

ASSOC COMPUTING MACHINERY. 2018

Incorporating Learning Analytics in the Classroom New Directions for Higher Education

Thille, C., Zimmaro, D.

2017; 2017 (179): 19-31

Community Based Educational Data Repositories and Analysis Tools

Koedinger, K., Liu, R., Stamper, J., Thille, C., Pavlik, P., ACM

ASSOC COMPUTING MACHINERY. 2017: 524-525

The Future of Data-Enriched Assessment. Research & Practice in Assessment

Thille, C., Schneider, E., Kizilcec, R. F., Piech, C., Halawa, S. A., Greene, D. K.

2014; 9: 5-16

MOOCs and Technology to Advance Learning and Learning Research Opening Statement: MOOCs and technology to advance learning and learning research (Ubiquity symposium) Ubiquity

Thille, C.

2014; 2014 (April): 1

Open Learning Initiative courses in community colleges: Evidence on use and effectiveness Mellon University, Pittsburgh, PA. Available online: http://www. hewlett. org/sites/default/files/CCOLI_Rep ort_Final_1. pdf

Kaufman, J., Ryan, R., Thille, C., Bier, N.

2013

The open learning initiative: Enacting instruction online Game Changers: Education and Information Technologies

Strader, R., Thille, C.

2012: 201-213

Changing the production function in higher education Making Productivity Real. American Council on Education

Thille, C.

2012

Technology: Conducive and disruptive roles in improving student success and college completion 21 st-‐CENTURY COMMISSION On the Future of Community Colleges

Thille, C.

2012: 82

Cold Rolled Steel and Knowledge: What Can Higher Education Learn About Productivity? Change: The Magazine of Higher Learning

Thille, C., Smith, J.

2011; 43 (2): 21-27