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- Work in ProgressApril 2016
Deep Neural Networks and How They Apply to Sequential Education Data
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 321–324https://doi.org/10.1145/2876034.2893444Modern deep neural networks have achieved impressive results in a variety of automated tasks, such as text generation, grammar learning, and speech recognition. This paper discusses how education research might leverage recurrent neural network ...
- Work in ProgressApril 2016
TAPS: A MOSS Extension for Detecting Software Plagiarism at Scale
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 285–288https://doi.org/10.1145/2876034.2893435Cheating in computer science classes can damage the reputation of institutions and their students. It is therefore essential to routinely authenticate student submissions with available software plagiarism detection algorithms such as Measure of ...
- Work in ProgressApril 2016
Designing for Open Learning: Design Principles and Scalability Affordances in Practice
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 249–252https://doi.org/10.1145/2876034.2893426This work-in-progress paper elaborates on a gradually evolving approach to design of open learning and the design principles used by the Open University of the Netherlands in short open courses - online masterclasses and in Massive Open Online Courses --...
- Work in ProgressApril 2016
Elice: An online CS Education Platform to Understand How Students Learn Programming
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 225–228https://doi.org/10.1145/2876034.2893420We present Elice, an online CS (computer science) education platform, and Elivate, a system for taking student learning data from Elice and infers their progress through an educational taxonomy tailored for programming education. Elice captures detailed ...
- Work in ProgressApril 2016
Structured Knowledge Tracing Models for Student Assessment on Coursera
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 209–212https://doi.org/10.1145/2876034.2893416Massive Open Online Courses (MOOCs) provide an effective learning platform with various high-quality educational materials accessible to learners from all over the world. However, current MOOCs lack personalized learning guidance and intelligent ...
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- Work in ProgressApril 2016
Beetle-Grow: An Effective Intelligent Tutoring System for Data Collection
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 177–180https://doi.org/10.1145/2876034.2893408We present the Beetle-Grow intelligent tutoring system, which combines active experimentation, self-explanation, and formative feedback using natural language interaction. It runs in a standard web browser and has a fresh, engaging design. The ...
- Work in ProgressApril 2016
LINK-REPORT: Outcome Analysis of Informal Learning at Scale
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 173–176https://doi.org/10.1145/2876034.2893407We present LINK-REPORT, a distributed learning outcome analysis module that is integrated with the WISEngineering platform for supporting informal learning in engineering. LINK-REPORT provides a coherent workflow of outcome analysis: starting from ...
- demonstrationApril 2016
Elivate: A Real-Time Assistant for Students and Lecturers as Part of an Online CS Education Platform
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 337–338https://doi.org/10.1145/2876034.2893406We present Elice, an online CS (computer science) education platform, and Elivate, a system for (i) taking student learning data from Elice, (ii) inferring their progress through an educational taxonomy tailored for programming education, and (iii) ...
- demonstrationApril 2016
Beetle-Grow: An Effective Intelligent Tutoring System to Support Conceptual Change
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 331–332https://doi.org/10.1145/2876034.2893403We will demonstrate the Beetle-Grow intelligent tutoring system, which combines active experimentation, self-explanation, and formative feedback using natural language interaction. It runs in a standard web browser and has a fresh, engaging design. The ...
- demonstrationApril 2016
A Demonstration of ANALYSE: A Learning Analytics Tool for Open edX
- Héctor J. Pijeira Díaz,
- Javier Santofimia Ruiz,
- José A. Ruipérez-Valiente,
- Pedro J. Muñoz-Merino,
- Carlos Delgado Kloos
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 329–330https://doi.org/10.1145/2876034.2893402Education is being powered by technology in many ways. One of the main advantages is making use of data to improve the learning process. The massive open online course (MOOC) phenomenon became viral some years ago, and with it many different platforms ...
- Work in ProgressApril 2016
The Distributed Esteemed Endorser Review: A Novel Approach to Participant Assessment in MOOCs
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 157–160https://doi.org/10.1145/2876034.2893396One of the most challenging aspects of developing a Massive Open Online Course (MOOC) is designing an accurate method to effectively assess participant knowledge and skills. The Distributed Esteemed Endorser Review (DEER) approach has been developed as ...
- Work in ProgressApril 2016
Observing URL Sharing Behaviour in Massive Online Open Courses
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 129–132https://doi.org/10.1145/2876034.2893387Information sharing is a key activity of Massive Online Open Courses (MOOCs) user behavior. Sharing Uniform Resource Locators (URLs) has been identified as a means for individuals in online spaces to generate social relationships, construct knowledge, ...
- Work in ProgressApril 2016
Investigating the Use of Hints in Online Problem Solving
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 105–108https://doi.org/10.1145/2876034.2893379We investigate the use of hints as a form of scaffolding for 4,652 eligible users on a large-scale online learning environment called Isaac, which allows users to answer physics questions with up to five hints. We investigate user behaviour when using ...
- Work in ProgressApril 2016
Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 101–104https://doi.org/10.1145/2876034.2893378Many committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We ...
- Work in ProgressApril 2016
Supporting Scalable Data Sharing in Online Education
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 97–100https://doi.org/10.1145/2876034.2893376Online educational tools often generate learning data, and sharing such data between tutors and students can often improve learning outcomes. Unfortunately the process of sharing learning data today is not always transparent to students. Our aim is to ...
- research-articleApril 2016
The Role of Social Media in MOOCs: How to Use Social Media to Enhance Student Retention
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 419–428https://doi.org/10.1145/2876034.2876047The Massive Open Online Courses (MOOC) have experienced rapid development. However, high dropout rate has become a salient issue. Many studies have attempted to understand this phenomenon; other have explored mechanisms for enhancing retention. For ...
- research-articleApril 2016
The Civic Mission of MOOCs: Measuring Engagement across Political Differences in Forums
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 1–10https://doi.org/10.1145/2876034.2876045In this study, we develop methods for computationally measuring the degree to which students engage in MOOC forums with other students holding different political beliefs. We examine a case study of a single MOOC about education policy, Saving Schools, ...
- research-articleApril 2016
Graders as Meta-Reviewers: Simultaneously Scaling and Improving Expert Evaluation for Large Online Classrooms
- David A. Joyner,
- Wade Ashby,
- Liam Irish,
- Yeeling Lam,
- Jacob Langston,
- Isabel Lupiani,
- Mike Lustig,
- Paige Pettoruto,
- Dana Sheahen,
- Angela Smiley,
- Amy Bruckman,
- Ashok Goel
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 399–408https://doi.org/10.1145/2876034.2876044Large classes, both online and residential, typically demand many graders for evaluating students' written work. Some classes attempt to use autograding or peer grading, but these both present challenges to assigning grades at for-credit institutions, ...
- research-articleApril 2016
Improving the Peer Assessment Experience on MOOC Platforms
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 389–398https://doi.org/10.1145/2876034.2876043Massive Open Online Courses (MOOCs) have revolutionized higher education by offering university-like courses for a large amount of learners via the Internet. The paper at hand takes a closer look on peer assessment as a tool for delivering ...
- research-articleApril 2016
AXIS: Generating Explanations at Scale with Learnersourcing and Machine Learning
- Joseph Jay Williams,
- Juho Kim,
- Anna Rafferty,
- Samuel Maldonado,
- Krzysztof Z. Gajos,
- Walter S. Lasecki,
- Neil Heffernan
L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ ScalePages 379–388https://doi.org/10.1145/2876034.2876042While explanations may help people learn by providing information about why an answer is correct, many problems on online platforms lack high-quality explanations. This paper presents AXIS (Adaptive eXplanation Improvement System), a system for ...
