2019 IEEE Learning With MOOCS (LWMOOCS)最新文献

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LWMOOCS 2019 Organizers
2019 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2019-10-01 DOI: 10.1109/lwmoocs47620.2019.8939619
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引用次数: 0
[LWMOOCS 2019 Title Page] [LWMOOCS 2019标题页]
2019 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2019-10-01 DOI: 10.1109/lwmoocs47620.2019.8939649
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引用次数: 0
Taxonomy of MOOC-Based Hybrid Educational Models in Higher Education 基于mooc的高等教育混合教育模式分类
2019 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2019-10-01 DOI: 10.1109/lwmoocs47620.2019.8939641
C. D. Kloos, Carlos Alario-Hoyos, M. Pérez-Sanagustín, P. Muñoz-Merino
{"title":"Taxonomy of MOOC-Based Hybrid Educational Models in Higher Education","authors":"C. D. Kloos, Carlos Alario-Hoyos, M. Pérez-Sanagustín, P. Muñoz-Merino","doi":"10.1109/lwmoocs47620.2019.8939641","DOIUrl":"https://doi.org/10.1109/lwmoocs47620.2019.8939641","url":null,"abstract":"In the last decade MOOCs have been leading the modernization of Higher Education, going from traditional teaching and learning models to hybrid teaching and learning models. The opportunities afforded by MOOCs (and the technologies arising from MOOCs) are endless, and the new hybrid models defined so far are still in an early stage. A new taxonomy that allows organizing these hybrid models in three broad categories (sequential composition, parallel composition and interleaved composition) is proposed here with the aim to help teachers and institutions to identify models that suit their needs and apply them in their practices.","PeriodicalId":336528,"journal":{"name":"2019 IEEE Learning With MOOCS (LWMOOCS)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129690898","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: 1
A MOOC for crossing boundaries in hospital classrooms through ICT 通过ICT在医院教室跨越边界的MOOC
2019 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2019-10-01 DOI: 10.1109/lwmoocs47620.2019.8939604
C. González-González, Rebeca Villaroel Ramírez, Verónica Violant Holz
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引用次数: 0
LWMOOCS 2019 Program Co-Chairs Editorial and Welcome LWMOOCS 2019项目联合主席编辑和欢迎
2019 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2019-10-01 DOI: 10.1109/lwmoocs47620.2019.8939626
Jim Sluss, M. Castro
{"title":"LWMOOCS 2019 Program Co-Chairs Editorial and Welcome","authors":"Jim Sluss, M. Castro","doi":"10.1109/lwmoocs47620.2019.8939626","DOIUrl":"https://doi.org/10.1109/lwmoocs47620.2019.8939626","url":null,"abstract":"Program Co-Chairs Editorial and Welcome On behalf o f the Program Commit tee, we we lcome you to Learning w i th MOOCS 2019. This is the sixth edi t ion o f the conference, w i t h the t heme of Enhancing Workforce Diversity and Inclusion, and we are pleased that you have chosen to participate. We have put together a v ibrant three-day technical program featur ing many t h o u g h t leaders in the deve lopment o f MOOCS. They are h igh l ighted th rough a series of six Keynote presentations and twelve L ightn ing Talks. We are grateful to all authors w h o have made cont r ibut ions to the program content , to the reviewers and program commi t tee members to focus their reviews and work on qual i ty and br ing to our speakers a high level or commen ts to improve their work. We encourage you to make full use of the ne twork ing t ime dur ing group meals, poster sessions, breaks and social events to strength the synergy w i th your colleagues. And of course, we thank sponsors, volunteers, IEEE Education Society, IEEE Mi lwaukee Section, IEEE and all participant inst i tut ions that al low a new step in the technical consol idat ion of this new conference. We appreciate your at tendance at Learning w i th MOOCS 2019 and we lcome you to Milwaukee! Editorial","PeriodicalId":336528,"journal":{"name":"2019 IEEE Learning With MOOCS (LWMOOCS)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123455833","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
Cultivating professional technical skills and understanding through hands-on online learning experiences 通过实践在线学习经验培养专业技术技能和理解
2019 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2019-10-01 DOI: 10.1109/lwmoocs47620.2019.8939637
Julia S. Mullen, Lauren Milechin, A. Reuther
{"title":"Cultivating professional technical skills and understanding through hands-on online learning experiences","authors":"Julia S. Mullen, Lauren Milechin, A. Reuther","doi":"10.1109/lwmoocs47620.2019.8939637","DOIUrl":"https://doi.org/10.1109/lwmoocs47620.2019.8939637","url":null,"abstract":"Life-long learning is necessary for all professions because the technologies, tools and skills required for success over the course of a career expand and change. Professionals in science, technology, engineering and mathematics (STEM) fields face particular challenges as new multi-disciplinary methods, e.g. Machine Learning and Artificial Intelligence, mature to replace those learned in undergraduate or graduate programs. Traditionally, industry, professional societies and university programs have provided professional development. While these provide opportunities to develop deeper understanding in STEM specialties and stay current with new techniques, the constraints on formal classes and workshops preclude the possibility of Just-In-Time Mastery Learning, particularly for new domains.The MIT Lincoln Laboratory Supercomputing Center (LLSC) and MIT Supercloud teams have developed online course offerings specifically designed to provide a way for adult learners to build their own educational path based on their immediate needs, problems and schedules. To satisfy adult learners, the courses are formulated as a series of challenges and strategies. Using this perspective, the courses incorporate targeted theory supported by hands-on practice. The focus of this paper is the design of Mastery, Just-in-Time MOOC courses that address the full space of hands-on learning requirements, from digital to analog. The discussion centers on the design of project-based exercises for professional technical education courses. The case studies highlight examples from courses that incorporate practice ranging from the construction of a small radar used for real world data collection and processing to the development of high performance computing applications.","PeriodicalId":336528,"journal":{"name":"2019 IEEE Learning With MOOCS (LWMOOCS)","volume":"2660 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127917438","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: 2
Analyzing Student Code Trajectories in an Introductory Programming MOOC 在入门编程MOOC中分析学生代码轨迹
2019 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333646
Ayesha Bajwa, Erik Hemberg, Ana Bell, Una-May O’Reilly
{"title":"Analyzing Student Code Trajectories in an Introductory Programming MOOC","authors":"Ayesha Bajwa, Erik Hemberg, Ana Bell, Una-May O’Reilly","doi":"10.1145/3330430.3333646","DOIUrl":"https://doi.org/10.1145/3330430.3333646","url":null,"abstract":"Understanding student behavior in Massive Open Online Courses (MOOCs) can help us make online learning more beneficial for students. We investigate student code trajectories on the individual problem level in an MITx MOOC teaching introductory programming in Python, using keyword occurrence features associated with code submissions to represent these trajectories. Since code is so problem-specific, we develop gold standard solutions for comparison. Anecdotal observations on individual student trajectories reveal distinct behaviors which may correlate with prior experience level. We build models to correlate these trajectories with student characteristics and behaviors of interest, specifically prior experience level and video engagement. Generative modeling allows us to probe the space of submitted solutions and trajectories and explore these correlations.","PeriodicalId":336528,"journal":{"name":"2019 IEEE Learning With MOOCS (LWMOOCS)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127974474","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: 8
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