|Name:||Prof. Erik Moody|
|Office Location:||Dyson 323|
|Extension:||(845) 575-3000 ext. 2692|
Ph.D., Experimental Psychology (2003)
Jayaprakash S., Moody E., Lauría E., Regan J., Baron J., (2014) "Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative", Journal of Learning Analytics 1, 1, 6-47.
Lauria, E., Moody, E., Jayaprakash, S., Jonnalagadda, N., & Baron, J. (2013). Open Academic Analytics Initiative: Initial Research Findings. Procedings of the 3rd international Conference on Learning Analytics and Knowledge. ACM New York, NY, USA, 150-154 doi:10.1145/2460296.2460325
Moody, E. W., Sunsay, C., & Bouton, M. E. (2006). Priming and trial spacing in extinction: Effects on extinction performance, spontaneous recovery, and reinstatement in appetitive conditioning. The Quarterly Journal of Experimental Psychology, 59(5), 809-829.
Bouton, M. E., Garcia-Gutierrez, A., Zilski, J., & Moody, E. W. (2006). Extinction in multiple contexts does not necessarily make extinction less vulnerable to relapse. Behaviour Research and Therapy, 44, 983-994.
Bouton, M. E., Woods, A. M., Moody, E. W., Sunsay, C., & Garcia-Guitierrez, A. (2006). Counteracting the context-dependence of extinction: Relapse and some tests of possible methods of relapse prevention. In M. G. Craske, D. Hermans, & D. ansteenwegen (Eds.), Fear and learning: Basic science to clinical application. Washington, DC: American Psychological Association.
Millin, P.M., Moody, E.W., & Riccio, D.C. (2001). Interpretations of Retrograde Amnesia: Old Problems Redux. Nature Reviews Neuroscience, 2(1), 68-70.
The emerging field of Learning Analytics is just starting to harness the power of educational technology and data to improve learning outcomes in a number of ways. I have been focusing on the use of data collected within the period of a course allowing an instructor to action quickly. Data, which is quickly collected, analyzed, and reported can allow an instructor to intervene with a struggling student, or go over a concept that a large portion of the class is not understanding. I have been investigating a number of different approaches that harness the power of sophisticated courseware technology in a small traditional classroom setting. Automated data collection and dashboard reports provide me with the data I need to quickly assess the effectiveness of new strategies now possible because of innovative courseware.
My background in basic learning and memory phenomenon has led me the use of learning strategies in the classroom that have been empirically derived through years of research. I completed my Ph.D. with David Riccio at Kent State University where we investigated the process by which old memories are reactivated and modified. At my Post-doc with Mark Bouton at the University of Vermont we investigated the effects of context change on the return of a previously extinguished behavior. These highly controlled laboratory experiments provide important guidance that I try to incorporate in the courses I offer as a college professor. I am specifically interested in implementing these established learning phenomenon with new techniques now available because of emerging education technology.
I am particularly interested in the use of educational data to identify students at risk of failure and using the data to best match an approach to help that student succeed considering their circumstances. Even an instructor with small class size in a traditional sit down course can benefit from the additional information provide through quality courseware systems.
As a member of the Online Academic Analytic Initiative OAAI, a Marist based effort to investigate the use of Learning Analytic technology in higher education, I contributed to a multi-institution effort to study the effectiveness of early alerts and interventions in college students with a goal of improving learning outcomes.
Moody E., Regan J., Lauría E., Jayaprakash S., Baron J., (May, 2014) Open Academic Analytics Initiative, a Lesson Learned, Poster presentation. 26th Meeting of the Association of Psychological Science May 2014, San Francisco, Ca.
Holmsten A, Swan M., E Moody (April, 2014) Effect of Retention Interval on False Memory. Talk given at the Hudson Valley Undergraduate Psychology Conference at Dominican College, Nyack, NY.