Open courses are a sociocultural phenomenon. This phenomenon represents symptoms, responses, and failures facing Higher Education. In this talk, I examined open courses and MOOCs from a variety of angles and discussed the degree to which MOOCs have portrayed education as a product that can be packaged, automated, and delivered. Empirical research on the design and development of pedagogical and intelligent agents that may be used in MOOCs was also presented. More information here: http://www.veletsianos.com/2014/06/05/moocs-automation-artificial-intelligence-seminar/
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Ponencia impartida por David Carabantes Alarcón con el título “El uso de los cursos abiertos masivos online (MOOCs) para la difusión del Open Access”, en la actividad de “Nuevos escenarios: oportunidades y servicios” que tuvo lugar el día 18 de octubre de 2013 en las “2es Jornades Valencianes de Documentació: innovació i ocupabilitat”.
Más información en http://cobdcv.es/jornades
Join Steve Swink, Training Specialist for GP Strategies, during a 20-minute webinar where he will highlight some of the most current thinking around Massive Open Online Courses (MOOCs), a topic receiving much attention in both the academic and corporate worlds. Steve will discuss:
- Different varieties of MOOCs
- Pros and cons of the various flavors of MOOCs
- Ways MOOCs can be leveraged in a corporate environment
- Lessons to be taken from MOOCs as you grow and adapt your learning arsenal
- Questions and thoughts from the audience
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
20160412 IEEE EDUCON Open Education Keynote Christian M. StrackeChristian M. Stracke
Open Education for Smart Education: Open educational policies, strategies and access for all - Keynote at IEEE EDUCON 2016 in Abu Dhabi by Dr. Christian M. Stracke (OUNL)
Public MOOC are a way to promote self development in an organisation. I am holding webinars in the structure I work with to promote online learning and MOOC. This is the presentation I base my webinars on.
The use of Tin Can and Open Badges for learningEpic
Epic's Head of Platforms Mark Aberdour presents 'The use of Tin Can and Open Badges for learning' to a packed seminar at Learning Technologies Summer Forum.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Looking for the best Return on Education? Find out which schools lead to the highest salaries and how to ensure your dream career post-graduation. Four years is a long time and college is expensive, but these schools make it worth your while.
Ponencia impartida por David Carabantes Alarcón con el título “El uso de los cursos abiertos masivos online (MOOCs) para la difusión del Open Access”, en la actividad de “Nuevos escenarios: oportunidades y servicios” que tuvo lugar el día 18 de octubre de 2013 en las “2es Jornades Valencianes de Documentació: innovació i ocupabilitat”.
Más información en http://cobdcv.es/jornades
Join Steve Swink, Training Specialist for GP Strategies, during a 20-minute webinar where he will highlight some of the most current thinking around Massive Open Online Courses (MOOCs), a topic receiving much attention in both the academic and corporate worlds. Steve will discuss:
- Different varieties of MOOCs
- Pros and cons of the various flavors of MOOCs
- Ways MOOCs can be leveraged in a corporate environment
- Lessons to be taken from MOOCs as you grow and adapt your learning arsenal
- Questions and thoughts from the audience
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
20160412 IEEE EDUCON Open Education Keynote Christian M. StrackeChristian M. Stracke
Open Education for Smart Education: Open educational policies, strategies and access for all - Keynote at IEEE EDUCON 2016 in Abu Dhabi by Dr. Christian M. Stracke (OUNL)
Public MOOC are a way to promote self development in an organisation. I am holding webinars in the structure I work with to promote online learning and MOOC. This is the presentation I base my webinars on.
The use of Tin Can and Open Badges for learningEpic
Epic's Head of Platforms Mark Aberdour presents 'The use of Tin Can and Open Badges for learning' to a packed seminar at Learning Technologies Summer Forum.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Looking for the best Return on Education? Find out which schools lead to the highest salaries and how to ensure your dream career post-graduation. Four years is a long time and college is expensive, but these schools make it worth your while.
Discover the Top 5 Tech Gadgets of 2015. These innovative technologies improve office efficiency and advance the possibilities in your office environment on a day-to-day basis.
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[데브멘토 동영상]클라우드 컴퓨팅과 오픈소스2부 최종</p>
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안재석PM/ KT종합기술원</p>
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오픈소스를 기반으로 한 클라우드 플랫폼 기술개발 및 서비스 구축 업무 수행</p>
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KT 종합기술원 기술개발실OSS Cloud Platform Project 마스터PM</p>
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University of Texas at Austin 컴퓨터공학과 대학원 졸</p>
Mark Tuminello is a skilled financial expert who teaches finance and statistics courses at universities in the New York area. This is a list of American Universities, ranked by Forbes Magazine in July 2014.
Полезна криптография за уеб и мобилни разработчици - това ще бъде една от темите на ТърновоКонф утре. Без да се задълбаваме в теория, ще разгледаме основните крипто инструменти - хеш, HMAC, подпис и (а)симетричен тайнопис и техни практични приложения като верификация на потребители, single-sign on, CSRF защита, автентикация към уеб интерфейси и прочие :)
If you are an aspirant design student, you have reasons to be thrilled because there is a great demand in the Indian business scenario for talented industrial, product and car designers. If pursuing design education in the most reputed design schools is your long-time dream, here is a list of the ‘Top 5 Design Schools in India’ you should aim for.
Talent Augmentation: Through Intelligent Process Automation, Smart Robots Ext...Cognizant
Process automation is moving from the factory floor to the world of knowledge work. But robots can't do it alone. Companies that calibrate smart people with smart machines are already achieving higher productivity and superior business results.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Understanding emerging digital behaviours and their impactLawrie Phipps
Understanding how students behave online,
how their 'digital literacies' manifest and how
they are developing online strategies around
information seeking and collaboration is key
to how institutions support learning. Based on
the ongoing work of the Digital Visitors &
Residents project this session will explore the various 'modes of engagement' students operate in online for their learning and their perceptions of credibility in the digital environment.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Strategies for Designing Online Courses that are Effective, Engaging, Efficie...George Veletsianos
A Lunch ‘n’ Learn-style event, this interactive session will explore strategies used in the School of Education and Technology to re-imagine our online learning courses. Together, we will explore the design of online learning experiences that are not just effective, engaging and efficient, but those that are also meaningful, empowering and caring. Come prepared to share, explore, discuss and have a bit of fun!
Coping with online harassment: women scholars' experiencesGeorge Veletsianos
Although scholars increasingly use online platforms for public, digital, and networked scholarship, the research examining their experiences of harassment and abuse online is scant. In
this study, we interviewed 14 women scholars who experienced online harassment in order to understand how they coped with this phenomenon. We found that scholars engaged in reactive,
anticipatory, preventive, and proactive coping strategies. In particular, scholars engaged in strategies aimed at self-protection and resistance, while often responding to harassment by
acceptance and self-blame. These findings have important implications for practice and research, including practical recommendations for personal, institutional, and platform responses to harassment, as well as scholarly recommendations for future research into scholars’ experiences of harassment.
I Get By With a Little Help From My Friends: An Ecological Model of Support...George Veletsianos
This presentation contributes to understanding the phenomenon of online abuse and harassment toward women scholars. We draw on data collected from 14 interviews with women scholars from the United States, Canada, and the United Kingdom, and report on the types of supports they sought during and after their experience with online abuse and harassment. We found that women scholars rely on three levels of support: the first level includes personal and social support (such as encouragement from friends and family and outsourcing comment reading to others); the second includes organizational (such as university or institutional policy), technological (such as reporting tools on Twitter or Facebook), and sectoral (such as law enforcement) support; and, the third includes larger cultural and social attitudes and discourses (such as attitudes around gendered harassment and perceptions of the online/offline divide). While participants relied on social and personal support most frequently, they commonly reported relying on multiple supports across all three levels. We use an ecological model as our framework to demonstrate how different types of support are interconnected, and suggest that support for targets of online abuse must integrate aspects of all three levels.
Presentation by the BC Open Education fellows presenting on OER adoption trends in BC (by institution and by discipline) from 2012-2017, including eight specific patterns of individual and group adoptions.
In this presentation, I explore online learning, knowledge mobilization via multimodal means, and social media data mining as emergent forms of scholarship.
Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...George Veletsianos
Opening talk for a workshop on moving higher education online. Topic: Potential, Tensions, and Provocations of using Online Tools for Academic Practice
This presentation reports on the experiences of three faculty members designing and developing a Master’s degree in Learning and Technology when they adopted openness as a core value and key design principle. While the benefits of open textbooks and OER are compelling, little is known about programs that are designed with openness as a core value. What does it mean to embrace open practices and embody an open philosophy at the program and course level within a Master’s program? What are faculty experiences with such an approach? How can the student experience be optimized? In what ways does openness support a diverse student body? What tensions arise and what supports are required to facilitate the transition to an MA degree that not only uses open textbooks but is defined by openness?
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
Successful, sunny, and smiling: The ways that student life and faculty are ...George Veletsianos
Canadian institutions of higher education use Twitter nearly universally. Yet, little research examines the narratives around college life constructed in their tweets. In this research, we used data mining and thematic analysis methods to examine this issue. Findings suggest institutions construct overwhelmingly positive representations that are incomplete and potentially misleading.
In this session, PhD students will investigate the significance of developing a research agenda and its role in professional development. Participants will explore how to craft and refine their own research agendas. Participants are invited to bring their research agendas (or statements of research interests) to share/critique.
How do learners in MOOCs attempt to resolve challenges they face?George Veletsianos
We draw on interviews with more than 90 students from four massive open online courses (MOOCs) to investigate how students define challenging experiences/elements within MOOCs and how they then overcome those challenges. Findings enrich nascent scholarly understanding of MOOC learner experiences, highlight dimensions of learning that are not captured by tracking logs, and provide new approaches that MOOC developers can take in improving student learning experiences.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...George Veletsianos
A deluge of empirical research became available on MOOCs in 2013-2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that: more than 80% of this literature is published by individuals whose home institutions are in North America and Europe; a select few papers are widely cited while nearly half of the papers are cited zero times; and researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and only a handful of studies were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of CareGeorge Veletsianos
Keynote delivered at the Emerging Technologies in Authentic Learning Contexts Conference (Cape Town, South Africa), drawing links between my research on digital learning, emerging technologies, learner experiences, and the changing higher education landscape.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
MOOCs, Automation, Artificial Intelligence and Pedagogical Agents
1. MOOCs, Automation, Artificial Intelligence
and Pedagogical Agents
George Veletsianos, PhD
Canada Research Chair, Associate Professor
School of Education and Technology, Royal Roads University
June 18, 2014 :: University of Edinburgh
12. Today’s roadmap
1. The MOOC as a sociocultural phenomenon
2. Automation of teaching historically, and in the
context of MOOCs
3. Pedagogical agents as teaching automation
artifacts in online learning
13. - #change11 cMOOC
- MOOCs repurposed in my
courses (for student
analyses)
- Teaching an open course
in the Fall (Networked
Scholars - #scholar14)
- Research agenda
focuses on experiences
in emerging online
settings (e.g., open
courses, social media,
pedagogical agents)
14. - #change11 cMOOC
- MOOCs repurposed in my
courses (for student
analyses)
- Teaching an open course
in the Fall (Networked
Scholars - #scholar14)
- Research agenda
focuses on experiences
in emerging online
settings (e.g., open
courses, social media,
pedagogical agents)
15. The MOOC as a sociocultural
phenomenon
(with Rolin Moe)
16. If the MOOC is not just a learning model,
what is it?
• A response to increasing costs
17. If the MOOC is not just a learning model,
what is it?
• A response to increasing costs
• A symptom of the belief that education à workforce
training
18. If the MOOC is not just a learning model,
what is it?
• A response to increasing costs
• A symptom of the belief that education à workforce
training
• Representative of current political landscape
19. If the MOOC is not just a learning model,
what is it?
• A response to increasing costs
• A symptom of the belief that education à workforce
training
• Representative of the current political landscape
• Representative of the perspective that technology
provides solutions
20. If the MOOC is not just a learning model,
what is it?
• A response to increasing costs
• A symptom of the belief that education à workforce
training
• Representative of the current political landscape
• Representative of the perspective that technology
provides solutions
• Indicative of scholarly failures
21. If the MOOC is not just a learning model,
what is it?
• A response to increasing costs
• A symptom of the belief that education à workforce
training
• Representative of the current political landscape
• Representative of the perspective that technology
provides solutions
• Indicative of scholarly failures
• Representative of the belief that education can be
packaged and automated
23. An “industrial revolution” must occur in education, one
“in which educational science and the ingenuity of
educational technology combine to modernize the
grossly inefficient and clumsy procedures of
conventional education.”
Pressey (1933, pp. 582)
27. Basulto (2014) predicts
an “artificially intelligent machine” could teach massive
open online courses, “lecturing, grading and engaging
with students…Unlike humans, machines would be
willing to complete all the coursework and do all the
assignments…”
28. “With the menial job of checking and grading
assignments taken over by computers, we (human
teachers) will be left with the responsibility to intervene
and mentor our students” (Yair, 2014 in ACM Inroads)
The Automatic Teacher would free the teacher “from
mechanical tasks… so that she may be a real teacher,
not largely a clerical worker” (Pressey, 1927)
30. Margie’s future schoolroom in 2157 was
“right next to the bedroom, and the
mechanical teacher was on and waiting
for her… [all the] lessons were shown
and the questions were asked [on the
big screen].”
Asimov (1951)
32. Has the trend materialized?
“strong pressures to produce mediocre instructional
products based on templates and preexisting content”
(Wilson, Parrish, & Veletsianos, 2008, pp.42)
“Shovelware” = information masquerading as a course.
(Morrison & Anglin, 2006)
44. Tools à Functions
Email Scheduler à coordination
Study Group via OpenStudy à Pedagogical
Support
Interactive coding via Codeacademy à
Assessment
Ponti (in press)
45. These artifacts “remove the need for
exposure to teachers, by providing
participants with peer interactions and
automated coordination and testing”
(Ponti, in press)
46.
47. Automated courses: for learners that are
independent, self-organized, intrinsically
motivated and capable?
(Ponti in press; Tomkin & Charlevoix, 2014)
48. However, even though “MOOC teaching functions
are often disaggregated and delegated to
automated processes and community-based
social learning, the place and visibility of the
teacher remain of central importance.”
(Bayne & Ross, 2014)
49. Learners describe “a unique and powerful sphere
of intimacy that developed for them with their
xMOOC instructor, most especially in the context
of the pre-recorded instructional videos”
Adams, C., Yin, Y., Vargas Madriz, L. F., & Mullen, C. S. (in press). A
phenomenology of learning large: the tutorial sphere of xMOOC video lectures.
Distance Education.
50. The case of “Mary,” who wrote a short story
instead of an essay and shared the story on a
MOOC discussion board
51. “The professor was totally checked out, he never
visited the discussion board… and it was just
depressing and discouraging
And I thought his videos were not valuable at all so I
didn’t watch them. So, it was almost like that
course didn’t have an instructor …there was
someone who built the class and created the
reading but that was it.”
52. The artifacts in the Mechanical MOOC
reconfigured facilitation/instruction.
What other functions can automated artifacts
play?
62. Example #2: Agent appearance
Domagk (2010)
- Including an agent = no impact on learning (expected)
- Appealing agents promoted transfer
- Unappealing agents hindered learning
63. Agent-learner relationships &
agent-learner interactions
• A few studies in educational contexts - not
the majority
• These studies occur in open-ended
environments (not the norm in the field)
• Emerging evidence: enjoyment of social
chat, verbal abuse, fun with the system
• Computers As Social Actors (Media
equation), Uncanny valley
64. Research Questions
• What topics are discussed in agent-learner
conversations?
• What social practices emerge in agent-
learner conversations?
65. Series of studies
• Students have access to agents for weeks
at a time
• Naturalistic settings
• Variety of methods: Computer Mediated
Discourse Analysis, phenomenology, open
coding using standard interpretive lens,
quasi-experimental
66. Results #1: Small-talk
• Hey Mark, how are you today?
• Did you watch the [football] game last
night?
67. Results #2: Playfulness
• Did you watch the [football] game last
night?
• Do you have a girl/boyfriend?
68. Results #3: Abusive/aggressive
comments
• You stupid [expletive]!
• shut up. Don’t correct me.
• Agent: I can’t answer that.
User: WHY NOT!?
“The fact that he couldn't help me made
me really angry… I don’t remember what
the question was but [the agent] should
69. Conflicts
“I hated Joan or whatever the super-
agent lady was called. She asked me
at one point 'Are you testing me?' like
we were going to have some sort of a
confrontation or something. I've never
wanted to hurt a digital person
before!”
70. Results #4: Sharing personal
information
• I am worried about my exam score
• My girlfriend broke up with me
71. Results #5: Agent Role
• Agent as instructor/learning companion
(results from prior literature)
• Agent as mediator
– Can you tell professor X that she needs to
program you better?
• Agent as partner (sometimes you just want to
talk)
– This was an easy assignment, Mark.
72. • Social and psychological issues are as
significant as technology design issues.
• How would results differ:
– with different agents? (e.g., appearance)
– with agents of varied social intelligence?
– in MOOCs
– in studies of shorter/longer duration?