Proceedings of the Third (2016) ACM Conference on Learning @ Scale最新文献_第8页

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

AXIS 轴

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2876042

J. Williams, Juho Kim, Anna N. Rafferty, Samuel G. Maldonado, Krzysztof Z Gajos, Walter S. Lasecki, Neil Heffernan

引用次数: 152

Course Builder Skill Maps 课程构建者技能地图

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893374

B. Roussev, P. Simakov, J. Orr, Amit Deutsch, John Cox, Michael Lenaghan, Mike Gainer

引用次数: 1

Profiling MOOC Course Returners: How Does Student Behavior Change Between Two Course Enrollments? 分析MOOC课程回归者:两门课程注册之间学生行为如何变化?

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893431

Vitomir Kovanovíc, Srécko Joksimovíc, D. Gašević, James Owers, Anne-Marie Scott, A. Woodgate

引用次数: 35

Modeling Student Scheduling Preferences in a Computer-Based Testing Facility 在基于计算机的测试设施中建模学生调度偏好

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893441

Matthew West, C. Zilles

引用次数: 10

A Scalable Learning Analytics Platform for Automated Writing Feedback 用于自动写作反馈的可扩展学习分析平台

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893380

Jacqueline L. Feild, N. Lewkow, N. Zimmerman, M. Riedesel, Alfred Essa

引用次数: 9

Effective Pedagogy at Scale: Social Learning and Citizen Inquiry 大规模有效教学法:社会学习与公民探究

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2896321

M. Sharples

{"title":"Effective Pedagogy at Scale: Social Learning and Citizen Inquiry","authors":"M. Sharples","doi":"10.1145/2876034.2896321","DOIUrl":"https://doi.org/10.1145/2876034.2896321","url":null,"abstract":"For the past four years The Open University has published annual Innovating Pedagogy reports. Our aim has been to shift the focus of horizon scanning for education away from novel technologies towards new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. In the most recent report, from over thirty pedagogies, ranging from bricolage to stealth assessment, we have identified six overarching themes, of scale, connectivity, reflection, extension, embodiment, and personalisation [8]. Delivering education at massive scale has been the headline innovation of the past four years. This success begs the question of \"which pedagogies can work successfully at scale?\". Sports coaching is an example of teaching that does not scale. It involves monitoring and diagnosis of an individual's performance, based on holistic observation of body movements, followed by personal tutoring and posture adjustments. Any of these elements might be deployed at scale (for example, diagnostic learning analytics [10], or AI-based personal tutoring [4] but in combination they require the physical presence of a human coach. The major xMOOC platforms were initially based on an instructivist pedagogy of a repeated cycle of inform and test. This has the benefit of being relatively impervious to scale. A lecture can be presented to 200 students in a theatre or to 20,000 viewers online with similar impact. Delivered on personal computers, instructivist pedagogy offers elements of personalisation, by providing adaptive feedback on quiz answers and alternative routes through the content.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"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":"89828192","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

Understanding ESL Students' Motivations to Increase MOOC Accessibility 了解ESL学生提高MOOC可及性的动机

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893398

J. Uchidiuno, A. Ogan, Evelyn Yarzebinski, Jessica Hammer

引用次数: 21

Graders as Meta-Reviewers: Simultaneously Scaling and Improving Expert Evaluation for Large Online Classrooms 作为元审稿人的评分者:同时扩展和改进大型在线课堂的专家评估

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2876044

David A. Joyner, W. Ashby, Liam Irish, Yeeling Lam, Jacob Langson, Isabel Lupiani, Mike Lustig, Paige Pettoruto, Dana Sheahen, Angela Smiley, A. Bruckman, Ashok K. Goel

引用次数: 16

Studying Learning at Scale with the ASSISTments TestBed 用ASSISTments试验台研究大规模学习

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893404

Korinn S. Ostrow, N. Heffernan

引用次数: 5