My research interests lie at the intersection of collaborative learning, learning analytics and pedagogy development. The overarching purpose of my research is threefold: (a) to understand how learners learn in different learning contexts, particularly in online and blended learning contexts; (b) to develop instructional design and pedagogical strategies to foster collaborative, self-regulated learning; and (c) to design and conduct learning analytics implementations (such as learning analytics methodology and learning analytical tools) to understand and support teaching and learning. My long-term goal is to inspire multiple stakeholders – including instructors, learners, researchers and designers – to view learning as a creative, reflective and transformative process, and treat themselves as a community of researchers in order to nurture agency in the teaching, learning, investigation and design processes.
My professional journey has carried me from a computer sciences lecturer to a learning technologies PhD. I recently (2018 June) graduated from the learning technologies program of the Department of Curriculum and Instruction at the University of Minnesota. I constantly challenge and transform myself with a focused, innovative, and growth mindset. My expertise centers on learning and instruction research, learning analytics, research and professional development consulting, and academic writing, transformative life coaching. An ideal profession for me would be a multi-career path, including a researcher, a learning analyst, and an educational consultant in both higher education organizations and education industry area. My overarching professional goal is to combine theory and practice in adult learning, and help nurture critical and self-reflective instructors and life-long adult learners.
In addition, during my ten years of teaching experiences in face-to-face, blended and online contexts, there are three concepts that ground my teaching philosophy: to nurture responsibility, initiative, and agency in my students, help them become self-directed, reflective, and life-long learners, and empower people in their communities (e.g., learning groups, family, friend circles, work communities) to learn and grow.
ZJU 100 Young Professor, PhD supervisor, Educational Technologies, Department of Curriculum and Learning Sciences, College of Education, Zhejiang University
Lecturer.Computer Science and Information Technology. CSUFT. China
Enjoy Writing. Reading. Researching. Speaking. Swimming. Walking. Dancing.
Believe in Love. Courage. Stillness.
University of Minnesota, Twin Cities, Ph.D. 2013-2018
Learning Technologies, Department of Curriculum and Instruction, College of Education and Human Development
Changsha University of Science and Technology, M.A. 2004-2007
Computer Software and Theory, College of Computer and Communication Engineering
Changsha University of Science and Technology, B.A. 2000-2004
Computer Science and Technology, College of Computer and Communication Engineering
(of the past five years)
Ouyang, F. & Chang, Y. H. (2018). The relationship between social participatory role and cognitive engagement level in online discussions. British Journal of Educational Technology. doi:https://doi.org/10.1111/bjet.12647
Chen, B., Chang, Y. H., Ouyang, F., & Zhou, W. Y. (2018). Fostering discussion engagement through social learning analytics. The Internet and Higher Education, 37, 21-30. doi: https://doi.org/10.1016/j.iheduc.2017.12.002
Ouyang, F. & Scharber, C. (2018). Adapting the TPACK framework for online teaching within higher education. International Journal of Online Pedagogy and Course Design, 8(1), 42-59. doi: 10.4018/IJOPCD.2018010104
Ouyang, F. & Scharber, C. (2017). The influences of an experienced instructor’s discussion design and facilitation on an online learning community development: A social network analysis study. The Internet and Higher Education, 35, 33-47. doi: https://doi.org/10.1016/j.iheduc.2017.07.002
Scharber, C., Pazurek, A., & Ouyang, F. (2017). Illuminating the (in) visibility of female scholars: A gendered analysis of publishing rates within educational technology journals from 2004 to 2015. Gender and Education, 1-29. doi: 10.1080/09540253.2017.1290219
Ouyang, F. (2016). Applying the polysynchronous learning to foster the student-centered learning in the higher education context: A blended course design. International Journal of Online Pedagogy and Course Design, 6(3), 52-68. doi: 10.4018/IJOPCD.2016070105
Computational Techniques & App Development & Analytical Specializations
Analytics & Programming & Shiny Apps:
(2017) Mastering Software Development in R, a 5-course specialization by Johns Hopkins University on Coursera, in progress.
(2017) Data Science, a 10-course specialization by Johns Hopkins University on Coursera, Coursera Certificate, Specialization Certificate earned on August 2017.
(2014-present) Personal blog: fanouyang.net
(2015) C&I Graduate Student Association: https://sites.google.com/a/umn.edu/cigsa/
(2015) Social Network Analysis: https://sites.google.com/a/umn.edu/social-network-analysis
(2005) Official website for the Loudi government, Loudi, Hunan, China
(2006) Hunan college of Sports, Changsha, Hunan, China
“Life shrinks or expands in proportion to your courage” – Anais Nin