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147
Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses
"... As MOOCs grow in popularity, the relatively low completion rates of learners has been a central criticism. This focus on completion rates, however, reflects a monolithic view of disengagement that does not allow MOOC designers to target interventions or develop adaptive course features for particula ..."
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As MOOCs grow in popularity, the relatively low completion rates of learners has been a central criticism. This focus on completion rates, however, reflects a monolithic view of disengagement that does not allow MOOC designers to target interventions or develop adaptive course features for particular subpopulations of learners. To address this, we present a simple, scalable, and informative classification method that identifies a small number of longitudinal engagement trajectories in MOOCs. Learners are classified based on their patterns of interaction with video lectures and assessments, the primary features of most MOOCs to date. In an analysis of three computer science MOOCs, the classifier consistently identifies four prototypical trajectories of engagement. The most notable of these is the learners who stay engaged through the course without taking assessments. These trajectories are also a useful framework for the comparison of learner engagement between different course structures or instructional approaches. We compare learners in each trajectory and course across demographics, forum participation, video access, and reports of overall experience. These results inform a discussion of future interventions, research, and design directions for MOOCs. Potential improvements to the classification mechanism are also discussed, including the introduction of more fine-grained analytics.
A Model for Framing Mobile Learning
, 2009
"... The Framework for the Rational Analysis of Mobile Education (FRAME) model describes mobile learning as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction. It addresses contemporary pedagogical issues of information overload, knowledge n ..."
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The Framework for the Rational Analysis of Mobile Education (FRAME) model describes mobile learning as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction. It addresses contemporary pedagogical issues of information overload, knowledge naviga-tion, and collaboration in learning. This model is useful for guiding the develop-ment of future mobile devices, the development of learning materials, and the design of teaching and learning strategies for mobile education.
to be published
- in the Proc. of the Workshop on DIS and QCD
, 1995
"... performance The influence of source of planning and focus of planning on task-based ..."
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Cited by 9 (2 self)
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performance The influence of source of planning and focus of planning on task-based
ABSTRACT WEB 2.0 LEARNING PLATFORM: Harnessing Collective Intelligence
"... The rate of technological diffusion and the pace at which technology is altering how and with whom we connect is astounding. Although not at the same pace, theoretical views of learning and teaching are also changing. Whereas much of the initial elearning simply patterned old models of teaching and ..."
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Cited by 7 (0 self)
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The rate of technological diffusion and the pace at which technology is altering how and with whom we connect is astounding. Although not at the same pace, theoretical views of learning and teaching are also changing. Whereas much of the initial elearning simply patterned old models of teaching and learning, the new technological possibilities and realities encourage us to think differently about what is meant by education (Brown, 2000). In this paper, we provide a stepping stone in some of the theoretical background, history, and possibilities for learning systems and platforms in the Web 2.0 era. We share a case study that reflects the experiences of a small university that is moving towards E-Learning 2.0 while simultaneously increasing interoperability by using elearning standards reflected in the widely-used reference model called SCORM (Sharable Content Object Reference Model). We also highlight the strengths and weaknesses of SCORM in allowing for learning management systems to have a Web 2.0 character. Keywords: Web 2.0; E-Learning 2.0; SCORM; Learning Standards. THEORETICAL BACKGROUND The prevailing model of schooling has often imitated the existing economicsubsistence structure of a society (Reigeluth, 1994). Agrarian societies often had little formal schooling; learning and teaching were a part of working side by side with father, mother, and other community members. Then with the advent of industrialization, schools were often seen as “little factories. ” In often mechanistic terminology, learning was seen and described as a transfer of knowledge from teachers to learners, with certain output expected from a centrally controlled school system. What seems to be happening now is another transformation where in a knowledge economy (Blumen, 2003) both knowledge and learning are viewed differently, with a trend toward systems that support people as learner/teachers (everyone is both a learner and a teacher) (Rogers, Liddle, Allen, 2007).
Learning System
"... Abstract. The study is focused on the exploration of influential factors in modelling PASCO-designed technology in science classes. Mixed method was employed to critically explore how the SPARK Science Learning System is meaningfully integrated into the teaching of selected topics in Earth and Envir ..."
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Cited by 6 (3 self)
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Abstract. The study is focused on the exploration of influential factors in modelling PASCO-designed technology in science classes. Mixed method was employed to critically explore how the SPARK Science Learning System is meaningfully integrated into the teaching of selected topics in Earth and Environmental Science. The SPARK Science learning system is an all-in-one mobile device that integrates the power of probe ware with inquiry-based content and assessment. It is a device that includes a large, full-color display, finger-touch navigation and data collection and analysis capabilities designed to become a discovery-based science learning environment. It provides both the teacher and the students the embedded support for exploring science concepts. Results show that there is a significant gain in student achievement with the integration of SPARK Science learning system. Significant positive correlation is observed between post-test and intrinsic motivation. Correlation between post-test and evaluation and correlation between intrinsic motivation and evaluation, however, posit non-statistically significant correlation. Mapped advantages and disadvantages of using the technology resulted to recurring themes for framework design of using the SPARK Science Learning System to further institute its effect in the curriculum as a precursor towards envisioning the 21st century learning.
M.: Leveraging Folksonomies for Ontology Evolution in E-learning Environments
- In: Proc. of the 2nd IEEE International Conference on Semantic Computing
, 2008
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
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All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
How Information and Communications Technologies Can Support Education for Sustainable Development: Current uses and trends
- International Institute for Sustainable Development (IISD
, 2008
"... contributes to sustainable development by advancing policy recommendations on international trade and investment, economic policy, climate change, measurement and assessment, and natural resources management. Through the Internet, we report on international negotiations and share knowledge gained th ..."
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contributes to sustainable development by advancing policy recommendations on international trade and investment, economic policy, climate change, measurement and assessment, and natural resources management. Through the Internet, we report on international negotiations and share knowledge gained through collaborative projects with global partners, resulting in more rigorous research, capacity building in developing countries and better dialogue between North and South. IISD’s vision is better living for all—sustainably; its mission is to champion innovation, enabling societies to live sustainably. IISD is registered as a charitable organization in Canada and has
THE DESIGN OF AN ONLINE CONCORDANCING PROGRAM FOR TEACHING ABOUT REPORTING VERBS
"... This paper discusses the use of a web-based concordancing program using an interface design similar to the one used at the MICASE concordancing site to help students appropriately choose reporting verbs. Appropriate reporting verbs are important for asserting credible claims in academic papers. An i ..."
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This paper discusses the use of a web-based concordancing program using an interface design similar to the one used at the MICASE concordancing site to help students appropriately choose reporting verbs. Appropriate reporting verbs are important for asserting credible claims in academic papers. An interface was created that asked the students to make lexical, syntactic, and rhetorical choices based on a preset number of criteria related to the decisions writers make in choosing reporting verbs. Based on these choices, the interface could query a database of sentences that had been derived from a corpus of academic writing. The user would then be provided with a small sample of sentences using reporting verbs that matched the criteria that had been selected. The paper discusses how the assumptions about pedagogy for teaching about reporting verbs were incorporated into the design features of the interface and how the implementation of the concordancing site was integrated with the teaching of grammar and vocabulary in an L2 academic writing class.
Improving eLearning 2.0-based training strategies on SMEs through communities of practice
- In: The International Association of Science and Technology for Development: The Seventh IASTED International Conference on Web-Based Education, 17.-19.03.2008
, 2008
"... Research carried out in different European and national projects shows that e-learning is used still mainly in big companies while most SMEs have not sufficient know-ledge and resources to develop and implement sustainable training strategies, based on new media and knowledge management for their ow ..."
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Cited by 4 (3 self)
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Research carried out in different European and national projects shows that e-learning is used still mainly in big companies while most SMEs have not sufficient know-ledge and resources to develop and implement sustainable training strategies, based on new media and knowledge management for their own organisation despite their dire need to innovate. This paper presents the activities of the EU project SIMPEL (SIMPEL stands for SME: Improv-ing Practice in e-learning) to involve SMEs and e-learning experts in a community of practice to share knowledge and to develop participative training strategies based on e-learning 2.0.
From Computer Assisted Language Learning (CALL) to Mobile
, 2013
"... This article begins by critiquing the long-‐established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-‐scale study which examines how student non-‐native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and seco ..."
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This article begins by critiquing the long-‐established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-‐scale study which examines how student non-‐native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and second (L2) languages. We look also at the extent to which they believe that their L2-‐based activity helps consciously and/ or unconsciously with their language learning, practice, and acquisition. We argue that these data, combined with other recent trends in the field, suggest a need to move from CALL towards a more accurate acronym: mobile assisted language use (MALU). We conclude with a definition of MALU together with a brief discussion of a potential alignment of MALU with the notion of the digital resident and a newly emerging educational theory of connectivism.
