Viral Education and new Business Models

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Dieses Video gehört zum openHPI-Kurs Learning @ Scale 2021 & EMOOCs 2021. Möchten Sie mehr sehen?

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Über dieses Video

Speaker:

Mark Lester

Affiliation:

FourthRev, United Kingdom

Speaker:

Gideon Shimshon

Affiliation:

Queen Mary University, London, United Kingdom

Speaker:

Dan Vigdor

Affiliation:

HackerU, Israel

This panel will be moderated by Gideon Shimshon.

Zur Übersicht

Overview and Program
- Program
Opening Sessions & Closing
- Opening Sessions & Closing
- Christoph Meinel: Opening
- Michael Meister: Greeting
- Christoph Meinel: Opening Learning @ Scale
- Amy Ogan & Mar Perez-Sanagustin: L@S Opening Session
- L@S / EMOOCs Closing
- Call for Bids for EMOOCs 2023
- Christoph Meinel: L@S / EMOOCs Closing
Keynotes
Panels
EMOOCs - Business
- Business Track
- MOOC Collaborations with Business: Voices from the Field
EMOOCs - Experience
- Experience Track
- Case Study Museum - MOOC Tutorials - Video Transcription/Translation
- Case Study Teaching - Learning Analytics Clustering - Supervising MOOCs
- MOOCs and COVID-19
- Short video clips/Papers
- Evaluating OERs in Museum education context. A collaborative online experience
- Open Tools and Methods to support the development of MOOCs: A Collection of How-tos, Monster Assignment and Kits
- Transpipe - A pipeline for automated description and translation of videos
- MOOC-based online instruction: A case study in teacher education
- Who are the Students of MOOCs? Experience from Learning Analytics Clustering Techniques
- Integrating Community Teaching in MOOCs
- A MOOC-based Computer Science Program for Middle School: Results, Challenges, and the COVID-19 Effect
- Learning During COVID-19: Engagement and Attainment in an Introductory Biology MOOC
EMOOCs - International
- International Track
- Plenary Round Table: Perspectives of Global and Regional MOOC Providers
- Social change and MOOC adoption around the world
- MOOC based research & STEM education worldwide
- Global MOOC analytics, impact, and instruction
- Papers
- Long-Term Effects of Short-Term Intervention Using MOOCs for Developing Cambodian Undergraduate Research Skills
- Investigating mechanical engineering learners' satisfaction with a revised monozukuri MOOC
- Nuclear physics and engineering e-learning
- Hybrid MOOCs Enabling Global Collaboration
- Delivering WASH education at scale: evidence from a global MOOC series
- What Drives Enrollment in Massive Open Online Courses? - Evidences from a French MOOC platform.
- Fostering Women to STEM MOOCs - The Fostwom Toolkit
- The MOOC-CEDIA Observatory: Study of the Current Situation of MOOCs and Strategies to Improve Their Adoption in Ecuadorian Universities
EMOOCs - Policy
- Policy Track
- MOOCs and Microcredentials: Emerging Policies at European and National Level
- MOOCS for flexible and lifelong learning in higher education: The struggle from within loosely coupled organizations?
EMOOCs - Health
EMOOCs - HE and School Education - In German language
- EMOOCS - MOOCs im Kontext Schule und Hochschule
- Welche Rolle spielen MOOCs in der deutschen Hochschullandschaft?
- Lernen.cloud - Die Fortbildungsplattform für Lehrkräfte. Ein Erfahrungsbericht
L@S - Perspectives from North America
- L@S Sessions
- L@S Session 1 - Perspectives from North America
- Generating Response-Specific Elaborated Feedback Using Long-Form Neural Question Answering
- Toward Personalizing Students' Education with Crowdsourced Tutoring
- The MOOClet Framework: Unifying Experimentation, Dynamic Improvement, and Personalization in Online Courses
- Content-Neutral Immersive Environments for Cultivating Scalable Camaraderie
L@S - Perspectives from US West Coast
- L@S Sessions
- L@S Session 2 - Perspectives from US West Coast
- Setting up, Troubleshooting, and Innovating on the Delivery of Online Instruction: A Case Study of an LMS Q&A Forum
- Automating the Assessment of Problem-solving Practices Using Log Data and Data Mining Techniques
- Domain Experts' Interpretations of Assessment Bias in a Scaled, Online Computer Science Curriculum
- Should College Dropout Prediction Models Include Protected Attributes?
L@S - Perspectives from Oceania
- L@S Sessions
- L@S Session 3 - Perspectives from Oceania
- Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions
- Blending Peer Instruction with Just-In-Time Teaching: Jointly Optimal Task Scheduling with Feedback for Classroom Flipping
- What's the Point? How Scores Undermine Written Comments on Open-Ended Work
- Employing Peer Review to Evaluate the Quality of Student Generated Content at Scale: A Trust Propagation Approach
L@S - Perspectives from Europe & US
- L@S Sessions
- L@S Session 4 - Perspectives from Europe & US
- Comparative Analysis of the Feature Extraction Approaches for Predicting Learners Progress in Online Courses: MicroMasters Credential versus Traditional MOOCs
- Using Social Norms to Promote Actions Beyond the Course
- A Machine Learning Approach for Suggesting Feedback in Textual Exercises in Large Courses
- Classification of Discussions in MOOC Forums: An Incremental Modeling Approach
L@S - Perspectives from US East Coast
- L@S Sessions
- L@S Session 5 - Perspectives from US East Coast
- Applying the Behavior Change Technique Taxonomy from Public Health Interventions to Educational Research
- Examining the Effects of Student Participation and Performance on the Quality of Learnersourcing Multiple-Choice Questions
- What's In It for the Learners? Evidence from a Randomized Field Experiment on Learnersourcing Questions in a MOOC
EMOOCs - Poster Session
- Session Overview
- MOOC-based Online Flipped Learning: A Case Study in Teacher Education
- Integrating Community Teaching in MOOCs
- The role of MOOCs in the new educational scenario: an integrated strategy
- The role of MOOCs in the new educational scenario: an integrated strategy
- TransPipe - A Pipeline for Automated Transcription and Translation of Videos
- Learning During COVID-19: Engagement and Attainment in an Introductory Biology MOOC
- Open Tools and Methods to Support the Development of MOOCs: A Collection of How-tos, Monster Assignment and Kits
- MOOC Monetization Changes and Completion Rates: Are Learners From Countries of Different Development Status Equally Affected?
- Confidence Counts: Fostering Online Learning Self-Efficacy with a MOOC
- Evaluating OERs in Museum Education Context: A Collaborative Online Experience
- What makes my course stand out? – Quality assurance criteria for MOOCs
- Towards an Online Learning Community on Digitalization in the Tourism Sector
L@S - Work-in-Progress and Demos
- Exploring Additional Personalized Support While Attempting Exercise Problems in Online Learning Platforms
- Characterizing Amateur Tutoring Behavior on a Large Online Learning Platform
- Forecasting Undergraduate Majors Using Academic Transcript Data
- Analyzing Student Reflection Sentiments and Problem-Solving Procedures in MOOCs
- The Impact of Mobile Learning on Students' Self-Test Behavior in MOOCs
- Combining Collaborative Reflection based on Worked-Out Examples with Problem-Solving Practice: Designing Collaborative Programming Projects for Learning at Scale
- Data-informed Decision-making in TEFA Processes: An Empirical Study of a Process Derived from Peer-Instruction
- Personalization at Scale: Making Learning Personally Relevant in a Climate Science MOOC
- Introducing Data Wrangling using Graphical Subgoals - Findings from an e-Learning Study
- A Novel Framework for Discovering Cognitive Models of Learning
- Teaching the Masses on Twitch: An Initial Exploration of Educational Live-Streaming
- Student Perceptions of Social Support in the Transition to Emergency Remote Instruction
- Exploring Design Choices in Data-driven Hints for Python Programming Homework
- Learning Analytics Dashboard Research Has Neglected Diversity, Equity and Inclusion
- Assessing Function Names and Quantifying the Relationship Between Identifiers and Their Functionality to Improve Them
- Toward Effective Courseware at Scale: Investigating Automatically Generated Questions as Formative Practice
- Re-Design Classroom into MOOC-like Content With Remote Face-to-Face Sessions During the COVID-19 Pandemic: A Case Study in Graduate School
- Components of Assessments and Grading At Scale
- Impact of Contextual Tips for Auto-Gradable Programming Exercises in MOOCs
- Scaling Up Data Science Course Projects: A Case Study
- What do I need to know? Designing Student Learning Tools that Aid Interaction with Recorded Lecture Content
- Modeling Temporal Association of Cognition-Topic in MOOC Discussion to Track Learners' Cognitive Engagement Dynamics
- Analyzing Patterns in Student SQL Solutions via Levenshtein Edit Distance
- Peer-Grading at Scale with Rank Aggregation
- Knowledge Sharing in Tension: Interacting and Documenting on Stack Overflow
- JackMarker with GitDown: A Framework to Counter Plagiarism at Scale
- Can Feedback based on Predictive Data Improve Learners' Passing Rates in MOOCs? A Preliminary Analysis
- With or Without EU: Navigating GDPR Constraints in Human Subjects Research in an Education Environment
- Experimental Design of Learning Analysis Dashboards for Teachers and Learners
- How Online Learners Build Cognitive Presence: Implications from a Machine Learning Approach
- Toward Reshaping the Syllabus for Education at Scale
- Personalized Lecture Recommendations to Facilitate Bite-Sized Learning
- Problem Solving Analytics (PSA) in the Web-Based Office Simulation LUCA
- Automatic Question Generation and the SmartStart Application
Workshops
- Matching (multi)media to learning activities in MOOCs
- EMOOCs - COFEEMOOC-V.2: Designing Contingent Feedback for Massive Open Online Courses
- EMOOCs: Podcasts, Microcontent & MOOCs – The Integration of Digital Learning Formats into HE Lectures
- EMOOCs: What makes my course stand out? – Quality assurance criteria for MOOCs
- L@S: Second Workshop on Educational A/B Testing at Scale
- L@S: Learning Engineering @ Scale
Our Sponsors
- openSAP - Gold Sponsor
- Oracle for Research - Silver Sponsor
- Schmidt Futures - Silver Sponsor
- Reaktor - Silver Sponsor
I like, I wish
- I like, I wish - what is that?
- Post-Course Survey