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Proceedings of the Fifth Annual ACM Conference on Learning at Scale最新文献

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Glanceable code history: visualizing student code for better instructor feedback 可浏览的代码历史:可视化学生的代码,以获得更好的教师反馈
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231680
C. Cassidy, Max Goldman, Rob Miller
Immediate, individualized feedback on their code helps students learning to program. However, even in short, focused exercises in active learning, teachers do not have much time to write feedback. In addition, only looking at a student's final code hides a lot of the students' learning and discovering process. We created a glanceable code history visualization that enables teachers to view a student's entire coding history quickly and efficiently. A preliminary user study shows that this visualization captures previously unseen information that allows teachers to give students better grades and give students longer feedback and better feedback that focuses not just on their final code, but all their code in between.
对他们的代码进行即时、个性化的反馈有助于学生学习编程。然而,即使是在主动学习的简短、集中的练习中,教师也没有太多的时间来写反馈。此外,只看学生的最终代码隐藏了很多学生的学习和发现过程。我们创建了一个可浏览的代码历史可视化,使教师能够快速有效地查看学生的整个编码历史。一项初步的用户研究表明,这种可视化捕获了以前看不见的信息,使教师能够给学生更好的分数,给学生更长的反馈,更好的反馈,不仅关注他们的最终代码,而且关注他们之间的所有代码。
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引用次数: 4
Adaptive natural-language targeting for student feedback 针对学生反馈的自适应自然语言目标
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231684
Y. A. Kolchinski, S. Ruan, Dan Schwartz, E. Brunskill
In tutoring software, targeting feedback to students' natural-language inputs is a promising avenue for making the software more effective. As a case study, we built such a system using Natural Language Processing (NLP) to provide adaptive feedback to students in an online learning task. We found that the NLP targeting mechanism, relative to more traditional multiple-choice targeting, was able to provide optimal feedback from fewer student interactions and generalize to previously unseen prompts.
在辅导软件中,针对学生自然语言输入的反馈是使软件更有效的一个有希望的途径。作为一个案例研究,我们使用自然语言处理(NLP)构建了这样一个系统,为在线学习任务中的学生提供自适应反馈。我们发现,相对于传统的选择题定向,NLP定向机制能够从较少的学生互动中提供最佳反馈,并推广到以前未见过的提示。
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引用次数: 5
Pilot study on optimal task scheduling in learning 学习中最优任务调度的初步研究
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231677
Lin Ling, Chee-Wei Tan
Living in an information era where various online learning contents are rapidly available, students often learn with a combination of multiple learning tasks. In this work we explore the possibilities of using optimization theory to find the optimal trade-off between the time invested in two different completing learning tasks for each individual student. We show that the problem can be formulated as a linear programming problem, which can be efficiently solved to determine the optimal amount of time for each task. We also report our ongoing attempts to apply this theory to our Facebook Messenger chatbot software that can optimize the trade-off between learning and self-assessing in form of MCQs on the chatbot platform.
生活在一个信息时代,各种在线学习内容迅速可用,学生经常学习多种学习任务的组合。在这项工作中,我们探索了使用优化理论在每个学生完成两种不同学习任务所投入的时间之间找到最佳权衡的可能性。我们表明,该问题可以被表述为一个线性规划问题,可以有效地解决,以确定每个任务的最佳时间量。我们还报告了我们正在尝试将这一理论应用于我们的Facebook Messenger聊天机器人软件,该软件可以在聊天机器人平台上以mcq的形式优化学习和自我评估之间的权衡。
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引用次数: 2
Longitudinal trends in sentiment polarity and readability of an online masters of computer science course 计算机科学硕士在线课程情感极性与可读性的纵向趋势
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231679
Ida Camacho, Ashok K. Goel
In four years, the Georgia Tech Online MS in CS (OMSCS) program has grown from 200 students to over 6000. Despite early evidence of success, there is a need to evaluate the program's effectiveness. In this paper, we focus on trends from Fall 2014 to Fall 2017 in the on-campus and online sections of one OMSCS course, Knowledge-Based Artificial-Intelligence (KBAI). We leverage sentiment analysis and readability assessments to quantify the evolving quality of discourse on the online forum discussions of the various sections. The research was conducted as a longitudinal study, and aims to evaluate the success of the KBAI course by comparing trends between residential and online sections. Despite slight downward trends in online discourse quality and sentiment polarity, our results suggest that the growing OMSCS program has been successful in replicating the quality of learning experienced by on-campus students in the KBAI course.
在四年的时间里,佐治亚理工学院在线计算机科学硕士(OMSCS)项目的学生人数从200人增长到6000多人。尽管有早期成功的证据,但仍有必要评估该计划的有效性。在本文中,我们重点关注了从2014年秋季到2017年秋季,OMSCS课程“基于知识的人工智能”(KBAI)的校园和在线部分的趋势。我们利用情感分析和可读性评估来量化各部分在线论坛讨论的话语质量。该研究是一项纵向研究,旨在通过比较校内课程和在线课程的趋势来评估KBAI课程的成功程度。尽管在线话语质量和情感极性略有下降,但我们的研究结果表明,不断增长的OMSCS项目在复制校园学生在KBAI课程中体验到的学习质量方面取得了成功。
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引用次数: 7
WebLinux
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231703
R. Sharrock, Lawrence Angrave, Ella Hamonic
"WebLinux" is a web app tool providing a standard Linux OS and an IDE in the browser, including a terminal, a code editor and a file browser. It provides a client-side and offline Linux OS environment based on a Javascript emulated processor. By avoiding the use of a Virtual Machine or any Linux server, Weblinux enables learners to directly start experimenting with the Linux OS without installing any software. The tool is entirely client-side which makes it extremely scalable and easy to deploy within a large community of online learners.
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引用次数: 6
Exploring the impact of the default option on student engagement and performance in a statistics MOOC 探讨统计学MOOC中默认选项对学生参与度和表现的影响
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231692
E. Brunskill, D. Zimmaro, Candace Thille
Engagement and motivation are particularly important in optional learning environments, like educational games and massive open online courses. Providing some aspects of autonomy and choice to the student can yield significant benefits to learner motivation and persistence; yet there is also evidence that unsupported learners may not always automatically choose to allocate their learning time to pedagogical activities that are most known to be as associated with better learning outcomes. We investigated the impact of choice on student engagement and learning in a Massive Open Online Course (MOOC) on introductory statistics and probability. We compared conditions in which students are given free choice over the practice problems completed to conditions in which students receive a full set of practice activities or no practice activities before completing a post-test. In all cases students were free to navigate to other sections of the course at any time. In one of the two topic sections that included personalized practice activities we found that students performed better in the condition in which they were prompted to complete all practice activities. Though more students in this condition dropped out before reaching the post-test, many more students completed the full set of practice activities in this section than those who did in the free choice condition. These results are still quite preliminary but suggest that providing a default encouraged opt in procedure can encourage students to do more problems than they would otherwise, and that doing such additional problems can yield learning gains.
在可选择的学习环境中,比如教育游戏和大规模在线开放课程,参与度和积极性尤为重要。为学生提供一些自主和选择的机会,可以大大提高学习者的学习动机和毅力;然而,也有证据表明,没有支持的学习者可能并不总是自动选择将他们的学习时间分配给那些众所周知与更好的学习结果相关的教学活动。我们调查了在大规模开放在线课程(MOOC)中,选择对学生参与和学习的影响。我们比较了两种情况,一种是学生可以自由选择完成的习题,另一种是学生在完成后测之前接受全套的练习活动,另一种是没有练习活动。在所有情况下,学生都可以在任何时候自由地浏览课程的其他部分。在包含个性化实践活动的两个主题部分之一,我们发现学生在被提示完成所有实践活动的情况下表现得更好。虽然在这种情况下,更多的学生在到达后测之前就退出了,但完成这部分全套练习活动的学生比自由选择条件下的学生要多得多。这些结果仍然是相当初步的,但表明提供一个默认的鼓励选择程序可以鼓励学生做更多的问题,而不是否则,做这些额外的问题可以产生学习收益。
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引用次数: 5
Proceedings of the Fifth Annual ACM Conference on Learning at Scale 第五届美国计算机学会大规模学习年会论文集
Pub Date : 2018-06-26 DOI: 10.1145/3231644
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引用次数: 7
Toward large-scale automated scoring of scientific visual models 面向大规模自动评分的科学视觉模型
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231681
C. W. Leong, Lei Liu, Rutuja Ubale, L. Chen
Visual models of scientific concepts drawn by students afford expanded opportunities for showing their understanding beyond textual descriptions, but also introduce other elements characterized by artistic creativity and complexity. In this paper, we describe a standardized framework for evaluation of scientific visual models by human raters. This framework attempts to disentangle the interaction between the scientific modeling skills and artistic skills of representing real objects of students, and potentially provides a fair and valid way to assess understanding of scientific concepts e.g. structure and properties of Matter. Additionally, we report ongoing efforts to build automated assessment models based on the evaluation framework. Preliminary findings suggest the promise of such an automated approach.
学生绘制的科学概念的视觉模型提供了更多的机会来展示他们对文本描述之外的理解,但也引入了其他具有艺术创造性和复杂性的元素。在本文中,我们描述了一个标准化的框架,用于评估科学视觉模型的人类评级。这个框架试图理清科学建模技能和学生表现真实物体的艺术技能之间的相互作用,并有可能提供一种公平有效的方法来评估对科学概念的理解,例如物质的结构和性质。此外,我们报告了基于评估框架构建自动评估模型的持续努力。初步研究结果表明,这种自动化方法大有希望。
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引用次数: 1
Refocusing the lens on engagement in MOOCs 重新聚焦mooc的参与度
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231658
R. W. Crues, Nigel Bosch, M. Perry, Lawrence Angrave, Najmuddin Shaik, S. Bhat
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.
大规模在线开放课程(MOOCs)的注册人数和被大学采用的人数不断增加,尽管人们还没有完全理解它,或许还可以大幅改进。例如,学生选择使用mooc的方式(例如,抽样讲座视频,与同学讨论主题)与他们对课程的整体参与程度之间的关系知之甚少,尽管这些关系可能是有效实施课程的关键。在本文中,我们提出了mooc学生参与的多层次定义,并探讨了五个独特课程的参与与学生行为之间的联系。我们使用具有最小绝对收缩和选择算子(LASSO)的有序惩罚逻辑回归对敬业度进行建模,并发现了几个跨球场一致的敬业度预测因子。特别是,我们发现讨论活动(例如,查看论坛帖子)与参与度呈正相关,而其他类型的学生行为(例如,尝试测验)始终与课程参与度降低相关。最后,我们讨论了跨课程复制的意外发现的含义,未来探索这些含义的工作,以及我们的发现与MOOC课程设计的相关性。
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引用次数: 23
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?
Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231661
Kristine Lund, Bodong Chen, Sebastian Grauwin
Given that both computer scientists and educational researchers publish on the topic of massive open online courses (MOOCs), the research community should analyze how these disciplines approach the same topic. In order to promote productive dialogue within the community, we report on a bib-liometrics study of the growing MOOC literature and examine the potential interdisciplinarity of this research space. Drawing from 3,380 bibliographic items retrieved from Scopus, we conducted descriptive analyses on publication years, publication sources, disciplinary categories of publication sources, frequent keywords, leading authors, and cited references. We applied bibliographic coupling and network analysis to further investigate clusters of research topics in the MOOC literature. We found balanced representation of education and computer science within most topic clusters. However, integration could be further improved on, for example, by enhancing communication between the disciplines and broadening the scope of methods in specific studies.
鉴于计算机科学家和教育研究人员都以大规模在线开放课程(MOOCs)为主题发表文章,研究界应该分析这些学科是如何处理同一主题的。为了促进社区内富有成效的对话,我们报告了对不断增长的MOOC文献的文献计量学研究,并检查了这一研究领域的潜在跨学科性。从Scopus检索到的3380个书目项目中,我们对出版年份、出版来源、出版来源的学科类别、常用关键词、主要作者和被引参考文献进行了描述性分析。我们运用书目耦合和网络分析对MOOC文献中的研究课题集群进行了进一步的研究。我们发现在大多数主题集群中,教育和计算机科学的表现是平衡的。但是,可以进一步改善一体化,例如,通过加强学科之间的交流和扩大具体研究方法的范围。
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引用次数: 4
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Proceedings of the Fifth Annual ACM Conference on Learning at Scale
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