Sahiti Labhishetty, Bhavya, Kevin Pei, Assma Boughoula, Chengxiang Zhai
Lecture slides covering many topics are becoming increasingly available online, but they are scattered, making it a challenge for anyone to instantly access all slides relevant to a learning context. To address this challenge, we propose to create links between those scattered slides to form a Web of Slides (WOS). Using the sequential nature of slides, we present preliminary results of studying how to automatically create a basic link based on similarity of slides as an initial step toward the vision of WOS. We also explore interesting future research directions using different link types and the unique features of slides.
涵盖许多主题的讲座幻灯片越来越多地在网上可用，但它们是分散的，这使得任何人都无法立即访问与学习环境相关的所有幻灯片。为了解决这个问题，我们建议在这些分散的幻灯片之间建立链接，形成一个幻灯片网(Web of slides, WOS)。利用幻灯片的顺序特性，我们提出了研究如何基于幻灯片的相似性自动创建基本链接的初步结果，作为实现WOS愿景的第一步。我们还利用不同的链接类型和幻灯片的独特功能来探索有趣的未来研究方向。
{"title":"Web of Slides: Automatic Linking of Lecture Slides to Facilitate Navigation","authors":"Sahiti Labhishetty, Bhavya, Kevin Pei, Assma Boughoula, Chengxiang Zhai","doi":"10.1145/3330430.3333668","DOIUrl":"https://doi.org/10.1145/3330430.3333668","url":null,"abstract":"Lecture slides covering many topics are becoming increasingly available online, but they are scattered, making it a challenge for anyone to instantly access all slides relevant to a learning context. To address this challenge, we propose to create links between those scattered slides to form a Web of Slides (WOS). Using the sequential nature of slides, we present preliminary results of studying how to automatically create a basic link based on similarity of slides as an initial step toward the vision of WOS. We also explore interesting future research directions using different link types and the unique features of slides.","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79890288","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}
Prior studies on scaffolding for investigative inquiry practices (i.e. forming a question/hypothesis, collecting data, and analyzing and interpreting data [21]) revealed that students who received scaffolding were better able to both learn practices and transfer these competencies to new topics than were students who did not receive scaffolding. Prior studies have also shown that after removing scaffolding, students continued to demonstrate improved inquiry performance on a variety of practices across new driving questions over time. However, studies have not examined the relationship between the amount of scaffolding received and transfer of inquiry performance; this is the focus of the present study. 107 middle school students completed four virtual lab activities (i.e. driving questions) in Inq-ITS. Students received scaffolding when needed from an animated pedagogical computer agent for the first three driving questions for the Animal Cell virtual lab. Then they completed the fourth driving question without access to scaffolding in a different topic, Plant Cell. Results showed that students' performances increased even with fewer scaffolds for the inquiry practices of hypothesizing, collecting data, interpreting data, and warranting claims; furthermore, these results were robust as evidenced by the finding that students required less scaffolding as they completed subsequent inquiry activities. These data provide evidence of near and far transfer as a result of adaptive scaffolding of science inquiry practices.
{"title":"Scaffolding during Science Inquiry","authors":"Haiying Li, J. Gobert, Rachel Dickler","doi":"10.1145/3330430.3333628","DOIUrl":"https://doi.org/10.1145/3330430.3333628","url":null,"abstract":"Prior studies on scaffolding for investigative inquiry practices (i.e. forming a question/hypothesis, collecting data, and analyzing and interpreting data [21]) revealed that students who received scaffolding were better able to both learn practices and transfer these competencies to new topics than were students who did not receive scaffolding. Prior studies have also shown that after removing scaffolding, students continued to demonstrate improved inquiry performance on a variety of practices across new driving questions over time. However, studies have not examined the relationship between the amount of scaffolding received and transfer of inquiry performance; this is the focus of the present study. 107 middle school students completed four virtual lab activities (i.e. driving questions) in Inq-ITS. Students received scaffolding when needed from an animated pedagogical computer agent for the first three driving questions for the Animal Cell virtual lab. Then they completed the fourth driving question without access to scaffolding in a different topic, Plant Cell. Results showed that students' performances increased even with fewer scaffolds for the inquiry practices of hypothesizing, collecting data, interpreting data, and warranting claims; furthermore, these results were robust as evidenced by the finding that students required less scaffolding as they completed subsequent inquiry activities. These data provide evidence of near and far transfer as a result of adaptive scaffolding of science inquiry practices.","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87544152","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}
R. Sharrock, Petra Bonfert-Taylor, Mathias Hiron, Michel Blockelet, Chris Miller, Michael Goudzwaard, Ella Hamonic
This demo paper introduces a tool and a method to provide a barriers-free, rich, interactive learning experience for students of all levels of preparation in programming courses. Taskgrader is an open-source autograding tool providing instant feedback in large-scale online programming classes. This in-browser tool offers extensive feedback to student code submissions right within any LMS and pass data back to the gradebook.
{"title":"Teaching C Programming Interactively at Scale Using Taskgrader: an Open-source Autograder Tool","authors":"R. Sharrock, Petra Bonfert-Taylor, Mathias Hiron, Michel Blockelet, Chris Miller, Michael Goudzwaard, Ella Hamonic","doi":"10.1145/3330430.3333670","DOIUrl":"https://doi.org/10.1145/3330430.3333670","url":null,"abstract":"This demo paper introduces a tool and a method to provide a barriers-free, rich, interactive learning experience for students of all levels of preparation in programming courses. Taskgrader is an open-source autograding tool providing instant feedback in large-scale online programming classes. This in-browser tool offers extensive feedback to student code submissions right within any LMS and pass data back to the gradebook.","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83744224","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}
Matthew Fong, Samuel Dodson, N. M. Harandi, Kyoungwon Seo, Dongwook Yoon, Ido Roll, S. Fels
While video becomes increasingly prevalent in educational settings, current research has yet to investigate what feedback instructors need regarding their students' engagement and learning despite video technologies being equipped to provide viewing analytics and collect student feedback. In this paper we investigate instructors' requirements from video analytics. We used a Grounded Theory Approach and interviewed 16 instructors who teach using video to determine the advantages for using video in their teaching and the different requirements for analytics and feedback in their existing practice. Based on our analysis of the interviews, we found three categories of information that instructors want to inform their teaching. Instructors are looking to see if their students have watched their videos, how much they understood in those videos, and how useful the videos are to the students. These categories provide the foundations and design implications for instructor-centric educational video analytics interfaces.
{"title":"Instructors Desire Student Activity, Literacy, and Video Quality Analytics to Improve Video-based Blended Courses","authors":"Matthew Fong, Samuel Dodson, N. M. Harandi, Kyoungwon Seo, Dongwook Yoon, Ido Roll, S. Fels","doi":"10.1145/3330430.3333618","DOIUrl":"https://doi.org/10.1145/3330430.3333618","url":null,"abstract":"While video becomes increasingly prevalent in educational settings, current research has yet to investigate what feedback instructors need regarding their students' engagement and learning despite video technologies being equipped to provide viewing analytics and collect student feedback. In this paper we investigate instructors' requirements from video analytics. We used a Grounded Theory Approach and interviewed 16 instructors who teach using video to determine the advantages for using video in their teaching and the different requirements for analytics and feedback in their existing practice. Based on our analysis of the interviews, we found three categories of information that instructors want to inform their teaching. Instructors are looking to see if their students have watched their videos, how much they understood in those videos, and how useful the videos are to the students. These categories provide the foundations and design implications for instructor-centric educational video analytics interfaces.","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75317821","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}
Higher educational institutions constantly look for ways to meet students' needs and support them through graduation. However, even though institutions provide degree program curriculums and prerequisite courses to guide students, these often fail to capture some of the underlying skills and knowledge imparted by courses that may be necessary for a student. In our approach, we use methods of Causal Inference to study the relationships between courses using historical student performance data. Specifically, two methods were employed to obtain the Average Treatment Effect (ATE): matching methods and regression. The results from this study so far, show that we can make causal inferences from our data and that the methodology may be used to identify courses with a strong causal relationship - which can then be used to modify course curriculums and degree programs.
{"title":"Causal Inference in Higher Education: Building Better Curriculums","authors":"Prableen Kaur, Agoritsa Polyzou, G. Karypis","doi":"10.1145/3330430.3333663","DOIUrl":"https://doi.org/10.1145/3330430.3333663","url":null,"abstract":"Higher educational institutions constantly look for ways to meet students' needs and support them through graduation. However, even though institutions provide degree program curriculums and prerequisite courses to guide students, these often fail to capture some of the underlying skills and knowledge imparted by courses that may be necessary for a student. In our approach, we use methods of Causal Inference to study the relationships between courses using historical student performance data. Specifically, two methods were employed to obtain the Average Treatment Effect (ATE): matching methods and regression. The results from this study so far, show that we can make causal inferences from our data and that the methodology may be used to identify courses with a strong causal relationship - which can then be used to modify course curriculums and degree programs.","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85527862","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}
José A. Ruipérez Valiente, Sherif A. Halawa, J. Reich
While global massive open online course (MOOC) providers such as edX, Coursera, and FutureLearn have garnered the bulk of attention from researchers and the popular press, MOOCs are also provisioned by a series of regional providers, who are often using the Open edX platform. We leverage the data infrastructure shared by the main edX instance and one regional Open edX provider, Edraak in Jordan, to compare the experience of learners from Arab countries on both platforms. Comparing learners from Arab countries on edX to those on Edraak, the Edraak population has a more even gender balance, more learners with lower education levels, greater participation from more developing countries, higher levels of persistence and completion, and a larger total population of learners. This "apples to apples" comparison of MOOC learners is facilitated by an approach to multiplatform MOOC analytics, which employs parallel research processes to create joint aggregate datasets without sharing identifiable data across institutions. Our findings suggest that greater research attention should be paid towards regional MOOC providers, and regional providers may have an important role to play in expanding access to higher education.
{"title":"Multiplatform MOOC Analytics: Comparing Global and Regional Patterns in edX and Edraak","authors":"José A. Ruipérez Valiente, Sherif A. Halawa, J. Reich","doi":"10.1145/3330430.3333616","DOIUrl":"https://doi.org/10.1145/3330430.3333616","url":null,"abstract":"While global massive open online course (MOOC) providers such as edX, Coursera, and FutureLearn have garnered the bulk of attention from researchers and the popular press, MOOCs are also provisioned by a series of regional providers, who are often using the Open edX platform. We leverage the data infrastructure shared by the main edX instance and one regional Open edX provider, Edraak in Jordan, to compare the experience of learners from Arab countries on both platforms. Comparing learners from Arab countries on edX to those on Edraak, the Edraak population has a more even gender balance, more learners with lower education levels, greater participation from more developing countries, higher levels of persistence and completion, and a larger total population of learners. This \"apples to apples\" comparison of MOOC learners is facilitated by an approach to multiplatform MOOC analytics, which employs parallel research processes to create joint aggregate datasets without sharing identifiable data across institutions. Our findings suggest that greater research attention should be paid towards regional MOOC providers, and regional providers may have an important role to play in expanding access to higher education.","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"189 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79691346","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}
{"title":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","authors":"","doi":"10.1145/3330430","DOIUrl":"https://doi.org/10.1145/3330430","url":null,"abstract":"","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88424492","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}
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