Christopher is sharing his idea behind one of his innovative education project: Escape Room feat. Medical Examination!
What were the myths people usually confuse with playing games in learning? Chris is going to tell us the answer

Dr. Christopher See took his medical degree at Trinity College, Cambridge University, and worked as a junior doctor in several UK hospitals. He completed a PGCE in clinical education with the University of Edinburgh and went on to take a teaching post at Manchester University Medical School, where he received the Excellent Teacher Award for the Faculty in 2012.
He is currently completing his PhD research in the application of e-learning and game-based learning in medical training at the University of Hong Kong. He has published in peer-reviewed publications include the journal Rheumatology and the Imperial College Press, as well as 7 book titles with publisher Kogan Page.
He is a keen science communicator, winning the science presenting competition Famelab in 2013 and hosting public lectures at the HK Science Museum and Café Scientifique. Oh, and he really loves games. You’ll see.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at
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CS547: Human-Computer Interaction Seminar
The Science of Learning, Data, and Transformation in Higher Education
Speaker: Candace Thille, Stanford University

The goal of the science of learning is to understand, predict and explain human learning. A great deal of learning research has resulted in principles of learning that could be used to enhance education; however, the results of that research often have not translated into successful changes in teaching practice, educational technology design, or student learning. In this talk, I will describe a model for using educational technology to shift the relationship between learning research and teaching practice in service of simultaneously improving student learning and contributing to our fundamental understanding of human learning. I will also describe a new Open Analytics Research System (OARS) that we are developing at Stanford. The OARS collects fine-grained student learning data and models that data to make predictions about the learner. We will have an audience participation part of the session to leverage the HCI design expertise in the room to address the question of how to represent the data we have to help faculty using OARS make informed choices for the classroom.

About the Speaker:
Candace Thille is the founding director of the Open Learning Initiative (OLI) at Carnegie Mellon University and at Stanford University. She is a senior research fellow in the Office of the Vice Provost for Teaching and Learning and an assistant professor in the Graduate School of Education at Stanford University. Her focus is in applying the results from research in the science of learning to the design and evaluation of open web-based learning environments and in using those environments to conduct research in human learning. Dr. Thille serves on the board of directors of the Association of American Colleges and Universities; as a fellow of the International Society for Design and Development in Education; on the Assessment 2020 Task Force of the American Board of Internal Medicine; on the advisory council for the Association of American Universities STEM initiative; and on the advisory council for the National Science Foundation Directorate for Education and Human Resources. She served on the working group of the President¹s Council of Advisors on Science and Technology (PCAST) that produced theEngage to Excel report. She served on the U.S. Department of Education working groups, co-authoring the 2010 and 2015National Education Technology Plans. She was recently named one of The Sixteen Most Innovative People in Higher Education by the Washington Monthly.
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