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Proceedings of the Third (2016) ACM Conference on Learning @ Scale最新文献

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A Constructionist Toolkit for Learning Elementary Web Development at Scale 一个用于大规模学习初级Web开发的建构主义工具包
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893411
Meen Chul Kim, Thomas H. Park, Brian K. Lee, Sukrit Chhabra, Andrea Forte
{"title":"A Constructionist Toolkit for Learning Elementary Web Development at Scale","authors":"Meen Chul Kim, Thomas H. Park, Brian K. Lee, Sukrit Chhabra, Andrea Forte","doi":"10.1145/2876034.2893411","DOIUrl":"https://doi.org/10.1145/2876034.2893411","url":null,"abstract":"We describe the design rationale and principles of a web authoring tool for beginner web developers called Snowball. We explain how this constructionist toolkit exposes content creators to computational features of web pages, enabling them to create meaningful artifacts while they move from content creation to basic coding. Finally, we discuss how we are instrumenting learning analytics in Snowball.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86416135","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: 0
PEER Support In MOOCs: The Role Of Social Presence mooc中的同伴支持:社会存在的作用
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893423
Kwamena Appiah-Kubi, Duncan Rowland
{"title":"PEER Support In MOOCs: The Role Of Social Presence","authors":"Kwamena Appiah-Kubi, Duncan Rowland","doi":"10.1145/2876034.2893423","DOIUrl":"https://doi.org/10.1145/2876034.2893423","url":null,"abstract":"MOOCs by their design are able to reach several thousands of participants with very few instructors creating, delivering and facilitating the content. Participants interact with each other usually with text based asynchronous discussion forums built into the MOOC platform. The purpose of this research is to explore the role of social presence in facilitating peer support among a large community of learners.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80359013","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
Evaluating the 'Student' Experience in MOOCs 评估mooc中的“学生”体验
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893469
L. Vigentini, Catherine Zhao
{"title":"Evaluating the 'Student' Experience in MOOCs","authors":"L. Vigentini, Catherine Zhao","doi":"10.1145/2876034.2893469","DOIUrl":"https://doi.org/10.1145/2876034.2893469","url":null,"abstract":"Whilst most research on MOOCs makes inferences about the experience of learners from their interaction with the platform, few considered the rich feedback provided by learners. This paper presents the application of a conceptual model of student experience borrowed from higher education. Its relevance in the context of MOOCs was tested by using a range of questions and presentation methods in four MOOCs selected for their specific features. With varying response rates, results from over 8900 participants show how universities might view and evaluate the experience in MOOCs compared with that in traditional courses.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80587522","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: 7
Predicting Students' Standardized Test Scores Using Online Homework 使用在线作业预测学生的标准化考试成绩
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893417
Mingyu Feng, J. Roschelle
{"title":"Predicting Students' Standardized Test Scores Using Online Homework","authors":"Mingyu Feng, J. Roschelle","doi":"10.1145/2876034.2893417","DOIUrl":"https://doi.org/10.1145/2876034.2893417","url":null,"abstract":"How students do homework has been under-researched relative to classroom learning because it is more difficult to collect data on students' homework behaviors. Presumably, such data would have implications for students' achievement. To understand how students do homework and how homework performance and behaviors relate to end-of-year standardized test scores, we analyzed the system logs from an online homework support platform used by more than 1,500 seventh-grade students in Maine.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90144860","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: 5
An Exploration of Automated Grading of Complex Assignments 复杂作业自动评分的探索
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2876049
Chase Geigle, ChengXiang Zhai, D. Ferguson
{"title":"An Exploration of Automated Grading of Complex Assignments","authors":"Chase Geigle, ChengXiang Zhai, D. Ferguson","doi":"10.1145/2876034.2876049","DOIUrl":"https://doi.org/10.1145/2876034.2876049","url":null,"abstract":"Automated grading is essential for scaling up learning. In this paper, we conduct the first systematic study of how to automate grading of a complex assignment using a medical case assessment as a test case. We propose to solve this problem using a supervised learning approach and introduce three general complementary types of feature representations of such complex assignments for use in supervised learning. We first show with empirical experiments that it is feasible to automate grading of such assignments provided that the instructor can grade a number of examples. We further study how to integrate an automated grader with human grading and propose to frame the problem as learning to rank assignments to exploit pairwise preference judgments and use NDPM as a measure for evaluation of the accuracy of ranking. We then propose a sequential pairwise online active learning strategy to minimize the effort of human grading and optimize the collaboration of human graders and an automated grader. Experiment results show that this strategy is indeed effective and can substantially reduce human effort as compared with randomly sampling assignments for manual grading.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90369302","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
Thesis Writer (TW): Tapping Scale Effects in Academic Writing Instruction 论文写作(TW):在学术写作指导中挖掘规模效应
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893400
Christian Rapp, Otto Kruse
{"title":"Thesis Writer (TW): Tapping Scale Effects in Academic Writing Instruction","authors":"Christian Rapp, Otto Kruse","doi":"10.1145/2876034.2893400","DOIUrl":"https://doi.org/10.1145/2876034.2893400","url":null,"abstract":"Writing a thesis is no less challenging a task for students, than for organizations who instruct and tutor thesis writing at higher education institutions. Annually within just our departments, 1000 undergraduates face the task of writing a thesis. Increasing student numbers and stagnating resources pose management problems, as well as constant threats to the quality of instruction. In reaction to this, we started exploring how instruction and supervision of thesis writers and related administrative tasks could be electronically supported, allowing for scale effects. A learning environment named Thesis Writer (TW) was developed, and piloted during the fall of 2015. TW supports individual writing and collaboration between writers, peers, tutors, and supervisors. This web-based software runs in common web browsers, independently of the operating system. In this paper we highlight the core functions of TW and address such uses in which scale effects can be realized. Conference attendees can use and test the system including real-time collaboration, in either English or German, and discuss experiences made and data collected during the pilot by 300 BA students.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88977387","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
Macro Data for Micro Learning: Developing the FUN! Tool for Automated Assessment of Learning 面向微观学习的宏观数据:开发FUN!学习的自动评估工具
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893422
Taylor Martin, S. Brasiel, Soojeong Jeong, Kevin Close, Kevin Lawanto, Phil Janisciewcz
{"title":"Macro Data for Micro Learning: Developing the FUN! Tool for Automated Assessment of Learning","authors":"Taylor Martin, S. Brasiel, Soojeong Jeong, Kevin Close, Kevin Lawanto, Phil Janisciewcz","doi":"10.1145/2876034.2893422","DOIUrl":"https://doi.org/10.1145/2876034.2893422","url":null,"abstract":"Digital learning environments are becoming more common for students to engage in during and outside of school. With the immense amount of data now available from these environments, researchers need tools to process, manage, and analyze the data. Current methods used by many education researchers are inefficient; however, without data science experience tools used in other professions are not accessible. In this paper, we share about a tool we created called the Functional Understanding Navigator! (FUN! Tool). We have used this tool for different research projects which has allowed us the opportunity to (1) organize our workflow process from start to finish, (2) record log data of all of our analyses, and (3) provide a platform to share our analyses with others through GitHub. This paper extends and improves existing work in educational data mining and learning analytics.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"228 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86712701","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
Beyond Traditional Metrics: Using Automated Log Coding to Understand 21st Century Learning Online 超越传统指标:使用自动日志编码来理解21世纪的在线学习
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893413
Denise C. Nacu, C. K. Martin, Michael Schutzenhofer, Nichole Pinkard
{"title":"Beyond Traditional Metrics: Using Automated Log Coding to Understand 21st Century Learning Online","authors":"Denise C. Nacu, C. K. Martin, Michael Schutzenhofer, Nichole Pinkard","doi":"10.1145/2876034.2893413","DOIUrl":"https://doi.org/10.1145/2876034.2893413","url":null,"abstract":"While log analysis in massively open online courses and other online learning environments has mainly focused on traditional measures, such as completion rates and views of course content, research is responding to calls for analytic frameworks that are more reflective of social learning models. We introduce a generalizable approach to automatically code log data that highlights educator support roles and student actions that are consistent with recent conceptualizations of 21st century learning, such as creative production, self-directed learning, and social learning. Here, we describe details of a log-coding framework that builds from prior mixed method studies of the use of iRemix, an online social learning network, by middle school youth and adult educators in blended learning contexts.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85139856","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: 7
Towards Cross-domain MOOC Forum Post Classification 跨域MOOC论坛帖子分类研究
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893427
Aneesha Bakharia
{"title":"Towards Cross-domain MOOC Forum Post Classification","authors":"Aneesha Bakharia","doi":"10.1145/2876034.2893427","DOIUrl":"https://doi.org/10.1145/2876034.2893427","url":null,"abstract":"Preliminary research is presented on the generalisability of confusion, urgency and sentiment classifiers for MOOC forum posts. The Stanford MOOCPosts data set is used to train classifiers with forum posts from individual courses and validate these classifiers on MOOC forum posts from other domain areas. While low cross-domain classification accuracy is achieved, the experiment highlights the need for transfer learning and domain adaptation algorithms; and provides insight into the types of algorithms required within an educational context.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"2 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75525026","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: 35
Observing URL Sharing Behaviour in Massive Online Open Courses 大规模网络公开课URL共享行为的观察
Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893387
S. Gallagher, T. Savage
{"title":"Observing URL Sharing Behaviour in Massive Online Open Courses","authors":"S. Gallagher, T. Savage","doi":"10.1145/2876034.2893387","DOIUrl":"https://doi.org/10.1145/2876034.2893387","url":null,"abstract":"Information 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, and disseminate information; however this activity has not been investigated within the MOOC space. This paper presents an observational study of URL sharing within MOOCs, and explores how a MOOC learning community responded to this micro behaviour. The research explored 1,471 comments and 416 learners who displayed URL sharing behavior from two iterations of the \"Irish Lives\" Futurelearn / Trinity College, University of Dublin MOOC. The analysis identified patterns of behavior within \"URL Sharers\", and suggests that this activity could support greater learner interaction. Although causality is not implied, the results of this analysis contributes a tentative new understanding of URL sharing in MOOCs, and denotes a new MOOC micro behaviour. This can be useful for MOOC practitioners to facilitate design choices.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75816716","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: 0
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