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Centers & Partners

Our Centers and Labs 

Digital Language Lab is the multilingual computing and assessment hub at Stanford, offering reliable audio and video recording capability, foreign language digital media content, software images to support computing in multiple foreign character sets, and state of the art teaching spaces. The Digital Language Lab’s mission is to provide resources, facilities, and support for language instruction and learning to the entire Stanford community.


Stanford Center for Health Education, a collaboration with the School of Medicine and a part of VPTL, will support learners in a wide variety of health practices and regions, from highly credentialed professionals seeking advanced curricula to community health workers in areas with little-to-no access to conventional educational resources. The initiative is directed by Charles Prober, MD, former senior associate dean for medical education and a pioneer in advancing health education through digital training and current senior associate vice provost at VPTL.


Stanford Center for Professional Development, a part of The Office of the Vice Provost for Teaching and Learning (VPTL), makes it possible for today's best and brightest professionals to enroll in Stanford University courses and programs while they maintain their careers. Our portfolio reflects the exciting research and world-class teaching of Stanford faculty from all of Stanford’s schools. Courses are delivered online and, in some cases, at Stanford, at your work site, or at international locations-- providing a global community of learners with flexibility and convenience and enabling them to apply their education to their work.


Our Partners and Collaborators

Open Learning Initiative is a grant-funded organization that is designed to simultaneously improve learning and facilitate research. Directed by Candace Thille, the Open Learning Initiative (OLI) seeks to create high-quality online courses that directly contribute to research on teaching and learning. OLI is built around the idea that integrating formative assessments into the learning process to develop a fine-grained understanding of learning can profoundly enhance learning outcomes. In order to leverage these data to their fullest extent, OLI integrates learning analytics into all of its courses. These tools empower instructors by providing them with detailed information about learner performance and misconceptions. In the aggregate, the data are also a rich source of insight for researchers. OLI openly shares its research and instructional products with other institutions and educators interested in the transformative power of data-driven learning science. OLI’s goals include:

  • Designing course materials based on cutting-edge learning science
  • Providing instructors and students with targeted and individualized feedback about theirs own learning process as it happens
  • Producing generalizable knowledge about teaching and learning within and across disciplinary contexts

The Center for Advanced Research through Online Learning (CAROL) stewards data from online learning environments to support scientific inquiry. CAROL also articulates standards for ethical governance of research through digital learning environments at Stanford and worldwide. CAROL manages data from digital instruction conveyed on multiple platforms, curates these data for purposes of research, and maintains computational tools for their analysis by experts in many fields. To date CAROL has carried out over one hundred data shares with professional researchers worldwide, sustaining a truly international and multidisciplinary scientific community.


Lytics Lab: Stanford is a world center for the new sciences of teaching and learning made possible by online instruction. Co-directed by John Mitchell and Candace Thille, Lytics is an interdisciplinary group of Stanford faculty, doctoral students, and visiting scholars who are using online learning environments to conduct research on teaching and learning. Current topics include:

  • Encouraging positive learning mindsets
  • Promoting constructive collaborations and enhancing learning through teams
  • Predicting and incentivizing learner persistence in online courses
  • Understanding gender inequities in computer science education
Lytics research is characterized by the application of advanced quantitative techniques from data science to theoretical questions generated by the social sciences. Lyticists share a commitment to leveraging the possibilities of massive data about learning to better inform the design of digital courses.

Stanford Digital Learning Forum affiliates program was launched by VPTL to engage companies and other organizations interested in the future of learning in a digital world.


The Asilomar Convention for Learning Research in Higher Education is a group of educators, scientists, and legal/ethical scholars that has issued an ethical framework to inform appropriate use of data and technology in learning research for higher education.