Will massive online open courses (moocs) change education?

Russell, Daniel M.; Klemmer, Scott R.; Fox, Armando; Latulipe, Celine; Duneier, Mitchell; Losh, Elizabeth

doi:10.1145/2468356.2468783

Cited by 27 publications

(8 citation statements)

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“…In the last few years, massive online open courses (MOOCs) for education, such as Coursera, have received attention as a new education model. However, education experts disagree with the contention that MOOCs are a breakthrough and replacement for current classroom education [32]. The increase of MOOC qualities is analyzed in various ways, such as dealing with system architecture issues [11,36] and deriving criteria for better satisfaction [42,51].…”

Section: Specialized Video Servicesmentioning

confidence: 99%

Finding Informative Comments for Video Viewing

Choi

Segev

2019

SN COMPUT. SCI.

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Of all the information-sharing methods on the Web, video is a factor with increasing importance and will continue to influence the future Web environment. Various services such as YouTube, Vimeo, and Liveleak are information-sharing platforms that support uploading UGC (user-generated content) to the Web. Users tend to seek related information while or after watching an informative video when they are using these Web services. In this situation, the best way of satisfying information needs of this kind is to find and read the comments on Web services. However, existing services only support sorting by recentness (newest one) or rating (high LIKES score). Consequently, the search for related information is limited unless the users read all the comments. Therefore, we suggest a novel method to find informative comments by considering original content and its relevance. We developed a set of methods composed of measuring informativeness priority, which we define as the level of information provided by online users, classifying the intention of the information posted online, and clustering to eliminate duplicate themes. The first method of measuring informativeness priority calculates the extent to which the comments cover all the topics in the original contents. After the informativeness priority calculation, the second method classifies the intention of information posted in comments. Then, the next method picks the most informative comments by applying clustering methods to eliminate duplicate themes using rules. Experiments based on 20 sampled videos with 1000 comments and analysis of 1861 TED talk videos and 380,619 comments show that the suggested methods can find more informative comments compared to existing methods such as sorting by high LIKES score.

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Section: Specialized Video Servicesmentioning

confidence: 99%

Finding Informative Comments for Video Viewing

Choi

Segev

2019

SN COMPUT. SCI.

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“…More generally, innovation in measuring and improving online learning may be accelerated by bringing to bear theories, methodologies, and practices from disciplines that study learning and education, such as the cognitive [1,8] and learning sciences [3,7], and the design of interactive technologies, such as HCI [6,4].…”

Section: Leveraging Existing Research and Practicementioning

confidence: 99%

Learning innovation at scale

Williams

Kizilcec

Russell

et al. 2014

CHI '14 Extended Abstracts on Human Factors in Computing Systems

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The rapid developments in online education raise new issues for the future of learning and universities, practical questions about what counts as good design, and new opportunities for research. This workshop brings together practitioners, learning platform innovators, and researchers who draw on a multidisciplinary range of theory and methodology. We will share insights about the current state and next directions for research and practice in online learning and technology.

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“…That is, from the perspective of design work, the event of design does not reveal anything about the world, rather, it asks of how this new design may be welcomed into the world. This can be seen in the case of MOOCs: rather than providing insight into the existing conditions of education, their design has challenged present understandings of what education can be going forward (Russell et al, 2013).…”

Section: The Case Of the Event Of Online Educationmentioning

confidence: 99%

Judging Technology, Judging Intent: The Doubling of Need in Design

Marcinkowski

Fonseca

2014

iConference 2014 Proceedings

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Confronted by the challenges posed by the development of massive, open, online courses, design in information science research takes on a unique ontological character. Not simply a progression from human needs toward technological fulfillment, it comes to be understood as the eventful moment of the interplay of ethical decision and the material possibilities of technology. Conceptualized as such, design work presents an image of information science as progressive, deeply historical, and immanently concerned with the question of how to live. Starting from a consideration of the social-technical gap, the hermeneutic interplay of the distinct epistemological stances of ethics and technology is discussed, and an ontological understanding of design as centered on the logics of event and hospitality is introduced.

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Will massive online open courses (moocs) change education?

Cited by 27 publications

References 0 publications

Finding Informative Comments for Video Viewing

Finding Informative Comments for Video Viewing

Learning innovation at scale

Judging Technology, Judging Intent: The Doubling of Need in Design

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