Proceedings of the Fifth Annual ACM Conference on Learning at Scale最新文献_第5页

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Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231696

Duygu Bektik

引用次数: 0

The unbearable lightness of consent: mapping MOOC providers' response to consent 无法忍受的同意之轻:绘制MOOC提供者对同意的反应

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231659

Mohammad Khalil, P. Prinsloo, Sharon Slade

{"title":"The unbearable lightness of consent: mapping MOOC providers' response to consent","authors":"Mohammad Khalil, P. Prinsloo, Sharon Slade","doi":"10.1145/3231644.3231659","DOIUrl":"https://doi.org/10.1145/3231644.3231659","url":null,"abstract":"While many strategies for protecting personal privacy have relied on regulatory frameworks, consent and anonymizing data, such approaches are not always effective. Frameworks and Terms and Conditions often lag user behaviour and advances in technology and software; consent can be provisional and fragile; and the anonymization of data may impede personalized learning. This paper reports on a dialogical multi-case study methodology of four Massive Open Online Course (MOOC) providers from different geopolitical and regulatory contexts. It explores how the providers (1) define 'personal data' and whether they acknowledge a category of 'special' or 'sensitive' data; (2) address the issue and scope of student consent (and define that scope); and (3) use student data in order to inform pedagogy and/or adapt the learning experience to personalise the context or to increase student retention and success rates. This study found that large amounts of personal data continue to be collected for purposes seemingly unrelated to the delivery and support of courses. The capacity for users to withdraw or withhold consent for the collection of certain categories of data such as sensitive personal data remains severely constrained. This paper proposes that user consent at the time of registration should be reconsidered, and that there is a particular need for consent when sensitive personal data are used to personalize learning, or for purposes outside the original intention of obtaining consent.","PeriodicalId":20634,"journal":{"name":"Proceedings of the Fifth Annual ACM Conference on Learning at Scale","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86971887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Use expert knowledge instead of data: generating hints for hour of code exercises 使用专业知识而不是数据:为几个小时的代码练习生成提示

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231690

M. Buwalda, J. Jeuring, N. Naus

引用次数: 2

The potential of interdisciplinary in MOOC research: how do education and computer science intersect? MOOC研究中跨学科的潜力:教育和计算机科学如何交叉?

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231661

Kristine Lund, Bodong Chen, Sebastian Grauwin

引用次数: 4

Refocusing the lens on engagement in MOOCs 重新聚焦mooc的参与度

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231658

R. W. Crues, Nigel Bosch, M. Perry, Lawrence Angrave, Najmuddin Shaik, S. Bhat

{"title":"Refocusing the lens on engagement in MOOCs","authors":"R. W. Crues, Nigel Bosch, M. Perry, Lawrence Angrave, Najmuddin Shaik, S. Bhat","doi":"10.1145/3231644.3231658","DOIUrl":"https://doi.org/10.1145/3231644.3231658","url":null,"abstract":"Massive open online courses (MOOCs) continue to see increasing enrollment and adoption by universities, although they are still not fully understood and could perhaps be significantly improved. For example, little is known about the relationships between the ways in which students choose to use MOOCs (e.g., sampling lecture videos, discussing topics with fellow students) and their overall level of engagement with the course, although these relationships are likely key to effective course implementation. In this paper we propose a multilevel definition of student engagement with MOOCs and explore the connections between engagement and students' behaviors across five unique courses. We modeled engagement using ordinal penalized logistic regression with the least absolute shrinkage and selection operator (LASSO), and found several predictors of engagement that were consistent across courses. In particular, we found that discussion activities (e.g., viewing forum posts) were positively related to engagement, whereas other types of student behaviors (e.g., attempting quizzes) were consistently related to less engagement with the course. Finally, we discuss implications of unexpected findings that replicated across courses, future work to explore these implications, and relevance of our findings for MOOC course design.","PeriodicalId":20634,"journal":{"name":"Proceedings of the Fifth Annual ACM Conference on Learning at Scale","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83452564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 23

The impact of the peer review process evolution on learner performance in e-learning environments 网络学习环境下同伴评议过程演变对学习者绩效的影响

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231693

M. Montebello, Petrilson Pinheiro, B. Cope, M. Kalantzis, Tabassum Amina, Duane Searsmith, D. Cao

引用次数: 6

Managing and analyzing student learning data: a python-based solution for edX 管理和分析学生学习数据:一个基于python的edX解决方案

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231706

Vita Lampietti, Anindya Roy, Sheryl Barnes

引用次数: 0

The potential for scientific outreach and learning in mechanical turk experiments 机械土耳其人实验中科学推广和学习的潜力

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231666

Eunice Jun, Morelle S. Arian, Katharina Reinecke

引用次数: 3

Toward large-scale learning design: categorizing course designs in service of supporting learning outcomes 面向大规模学习设计:分类课程设计以支持学习成果

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231663

Dan Davis, Daniel T. Seaton, C. Hauff, G. Houben

引用次数: 15

How do professors format exams?: an analysis of question variety at scale 教授是如何安排考试的?对问题多样性的分析

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231667

Paul Laskowski, Sergey Karayev, Marti A. Hearst

{"title":"How do professors format exams?: an analysis of question variety at scale","authors":"Paul Laskowski, Sergey Karayev, Marti A. Hearst","doi":"10.1145/3231644.3231667","DOIUrl":"https://doi.org/10.1145/3231644.3231667","url":null,"abstract":"This study analyzes the use of paper exams in college-level STEM courses. It leverages a unique dataset of nearly 1,800 exams, which were scanned into a web application, then processed by a team of annotators to yield a detailed snapshot of the way instructors currently structure exams. The focus of the investigation is on the variety of question formats, and how they are applied across different course topics. The analysis divides questions according to seven top-level categories, finding significant differences among these in terms of positioning, use across subjects, and student performance. The analysis also reveals a strong tendency within the collection for instructors to order questions from easier to harder. A linear mixed effects model is used to estimate the reliability of different question types. Long writing questions stand out for their high reliability, while binary and multiple choice questions have low reliability. The model suggests that over three multiple choice questions, or over five binary questions, are required to attain the same reliability as a single long writing question. A correlation analysis across seven response types finds that student abilities for different questions types exceed 70 percent for all pairs, although binary and multiple-choice questions stand out for having unusually low correlations with all other question types.","PeriodicalId":20634,"journal":{"name":"Proceedings of the Fifth Annual ACM Conference on Learning at Scale","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76245218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3