Janet S. Twyman, Ph.D., BCBA, LBA 

Founder: Blast: a learning sciences company and Director of Innovation & Technology, Center on Innovations in Learning

Dr. Janet Twyman is an education innovator, thought leader, and founder of blast: a learning sciences company. She’s also the Director of Innovation and Technology for the Center on Innovations in Learning, Associate Professor of Pediatrics at the Univ. of Mass. Medical School, and formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout. Her numerous articles, book chapters, and presentations cover behavior analysis, instructional design, technology, and educational systems; she also co-edited two books on educational innovation and personalized learning. She has presented to and worked with education systems, organizations, and institutions over 40 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. She serves on several boards and committees, and co-chairs the education group for the Cambridge Center for Behavioral Studies. In 2007-08 she served as the President of the Association for Behavior Analysis and in 2014 was named an ABAI Fellow. For her distinguished contributions to educational research and practice she received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.

 

Session: Life in the Fast Lane: The Intersection of Education, Technology, & Behaviour Analysis

Recent years have heralded substantial changes in education policy that are well aligned with behavior analysis and incorporate interesting uses of digital technologies. In behavioral education we have the shoulders of giants to lift us up —Skinner’s technology of teaching, Keller’s personalized systems of instruction, Markle’s instructional design and concept formation, Heward’s active student responding, Johnson & Layng’s generative instruction—providing a foundation to effect meaningful, system-wide change in teaching and learning. The explosion of digital technologies, increased understanding of their capabilities, and a newfound emphasis on measurement and analytics combined with recent educational trends, such as personalized learning, competency-based education, embedded assessment, flexible instruction, and self-pacing, share critical features with behavior analysis. We will examine components of instructional design and the various instructional technology tools that support them, and discuss the enhanced opportunities for behavior analysis in education for greater learning and improved outcomes for all.

Objectives:
1 Given a description of current context, participants will describe a current educational trend (e.g., personalized learning, competency-based education, embedded assessment, intelligent instruction & adaptation) and how it relates to behavior analysis.
2. Given a description and several examples, participants will name the essential components of good instruction.
3. Given a demonstration of various instructional technology tools, participants will identify at least 3 technology tools containing behavioral features that they can use in their current teaching or learning environments.
4. Given a discussion of the changing digital world, participants will identify current and future opportunities for behavior analysts within and outside of traditional settings.