Two of my papers to AI in Education 2018 have been accepted. The papers are:
- “Intelligent Evaluation and Feedback in Support of a Credit-Bearing MOOC”, a paper on the use of artificial intelligence in support of our CS1301 MOOC.
- “Sentiment Analysis of Student Evaluations of teaching”, co-authored with Heather Newman, a paper on evaluating student sentiments in class reviews on OMSCentral.com and other sources.
For the abstracts for these papers, keep reading after the jump.
Continue reading Two short papers accepted to AI in Education 2018
On March 13th, 2018, I will be presenting a keynote and three workshops for Augusta University’s Experiential Learning Week. The keynote, titled “Providing Experiential Learning Opportunities to Online Students”, focuses on my CS6460: Educational Technology class and its mechanisms for letting students pursue authentic, personally fulfilling projects at scale. The slides for the keynote are available here.
The three workshops are:
- CS1301 Online — A Fresh Freshman Experience, covering our experience running an online version of a freshman-level CS1 class for on-campus students. The slides for this workshop are available here.
- Course Design & Production, covering the production process behind creating a strong online course. The slides for this workshop are available here.
- Learning at Scale, covering the various mechanisms and policies that go into administering an online program. The slides for this workshop are available here.
On February 27th, 2018, I will be presenting at the Southeast Educational Data Symposium (SEEDS). My talk, “Analysis of Forum Discourse in Large Online Classes“, examines a collection of projects performed by students and researchers evaluating the forum interactions in Georgia Tech’s OMSCS program. Among the projects featured are:
- The Design & Intelligence Lab’s work on Jill Watson for CS7637 and Noelle King for CS1301
- Sohyun Sung’s and Sandra Davis’s work on gender and social dynamics as they relate to online forum interactions
- Damian Durruty’s and Michael Schubert’s work on evaluating student sentiment in large online classes
- Nate Payne’s, Daniel Hegberg’s, and Mason Gallo’s work on predicting student success in part based on forum participation
The slides for the talk can be found here.
On February 21st, 2018, I will be presenting at the Standards, Protocols, and learning Infrastructure for Computing Education (SPLICE) 2018 workshop in Baltimore, Maryland. My talk focuses on the student experience and data analysis opportunities that arise when delivering a course via somewhat loosely-integrated platform, such as edX, Vocareum, Canvas, and McGraw-Hill’s Smartbook.
The slides for this talk can be found here.
I’ve written a chapter for Georgia Tech’s forthcoming Blended Learning in Practice, published by MIT Press and co-edited by Amanda Madden, Lauren Margulieux, Rob Kadel, and Ashok Goel.
My chapter, “Building Purposeful Online Learning: Outcomes from Blending CS1”, describes the components of my online CS1301 class that created a blended experience for on-campus students, including the recitations and help desk. Its focus is on how blending exists not just at the curricular level, but also at the student level: an online class delivered to a group of on-campus students with shared resources close proximity to one another is different from an online course delivered to a geographically distributed audience.
The book is expected out in March 2019.
My presentation to Valdosta State’s Artificial Intelligence Symposium has been featured in the campus news archives. John Stephen writes,
The Artificial Intelligence Symposium keynote speaker was Dr. David Joyner, a computer science lecturer at Georgia Tech and product lead at Udacity, an educational tech company. He discussed how AI is already being used at certain colleges and universities in the form of chatbots that answer common questions in large classes, give automated feedback on student exercises, and help students transition from high school to college.
While AI is poised to bring significant improvements to higher education, Joyner said it also poses potential threats to student privacy and current jobs.
“There’s a lot of work we have to do to make sure the opportunities are realized and the threats are minimized,” he said. “Figuring out what works takes time.”
Joyner stressed the importance of remembering that education is a process, not a product, and said AI products should adjust to the needs of education instead of the other way around.
Joyner also presented the argument that, for the most part, AI and humans are not competing for higher education jobs. He believes AI will only improve — not replace — current education professions.
“The real value of AI in education comes from cooperation between humans and AI agents, not a competition to see what AI can do just as well as humans,” he said.
“There are things that AI does well, and there are things that humans do well. The real strength comes when we combine those.”
For more, see the article at Valdosta.edu.
On November 14th and 15th, 2017, I will be presenting at Georgia Tech’s 2017 Affordable Degrees at Scale Symposium. I will be participating on two panels: one, covering learner services and engagement with Jennifer Wooley from Georgia Tech Professional Education, and the other covering platform support with Pam Buffington from the Georgia Tech Center for 21st Century Universities.
On November 13th, 2017, I will be presenting the keynote at Valdosta State University’s 2017 Artificial Intelligence Symposium. My talk, “AI in Education: Opportunities and Threats”, focuses on the ways in which artificial intelligence can be used deliberately in education to improve student outcomes and expand an institute’s reach rather than merely cut costs.
The slides for the talk can be found here.
This week, I am presenting four papers at Learning with MOOCs IV:
Our work on CS1301x has been featured in the latest edition of Inside Higher Ed. Mark Lieberman writes,
Joyner is bullish on the idea of bringing online courses to the undergraduate level, because students at that age might be more comfortable with the hands-on nature of the online course experience than they would be with an impersonal 200-student lecture hall where no one notices when they’re absent.
Computer science is particularly well suited to the online model, Joyner said, because most of the students’ activities would be completed on a computer even in an on-campus setting. But it could work elsewhere, too, Joyner said.
“I think the fact that online education has been so inferior in so many places means that a lot of attention really has to be paid to doing it right,” Joyner said. “When you actually very thoughtfully look at the things you can do online and take advantage of what you can do online and can’t do in person, I think it’d be an extremely productive model for most fields.”
For more, see the full article at Inside Higher Ed.