Over the years, teaching and learning has been a hotbed of innovation, both in terms of pedagogical practice and in terms of the technologies that support that practice. We have this rich history of innovation; but have we begun to sort out what works and what doesn’t? Does a given innovation make us stupid or make us smart? What constitutes evidence if we want to have a better understanding of the effectiveness of our experiments? What are the best ways to collect such evidence, and then to analyze and share it? In this session we will review why building evidence-based practice is of key importance, what the issues are, and develop a general sense on how to approach this work.