The paper “Attitudinal Trajectories in an Online CS1 Class: Demographic and Performance Trends” has been accepted to the 2020 ACM Conference on Innovation and Technology in Computer Science Education. The paper is co-authored by several of my teaching assistants from CS1301: Lily Bernstein, Maria-Isabelle Dittamo, Ben Engelman, Alysha Naran, Amber Ott, Jasmine Suh, and Abby Thien.
In the paper, we explore the different determinants of how students’ attitudes towards CS shift as they take their first CS class. We also experiment with an intervention to improve attitudes especially among women and underrepresented minority students.
Full information about the paper can be found at its dedicated page.
At the 2020 Hawaii International Conference on Education this week, Alex Duncan presented two papers that we co-authored together:
Full abstracts and papers for these submissions are available at their dedicated pages linked above.
At the 2019 Reimagine Education awards, dubbed the “Oscars” of education, the Georgia Tech OMSCS program took first place in the category
Best Distributed/Online Program for Nurturing 21st-Century Skills.
Additionally, my online version of CS1301 took the Bronze Award in the Engineering & IT Discipline category.
Congratulations to all involved! For more information, check out this article from the Georgia Tech News Center.
Alex Duncan, Bobbie Eicher, and I have had a paper accepted to the 2020 SIGCSE conference.
The paper, titled “Enrollment Motivations in an Online Graduate CS Program: Trends & Gender- and Age-Based Differences”, looks at students’ self-reported motivations for why they are enrolling in the OMSCS program and finds trends related to students’ genders and ages.
The paper will be presented at the conference in Portland, Oregon from March 11 to March 14. For more information, see its dedicated page.
Two papers I helped write have been accepted to Learning with MOOCs 2019.
The first, “Annotation-free Automatic Examination Essay Feedback Generation“, is co-authored by Filipe Altoe. The paper looks at the design of a system to give automated feedback on essays by extracting concept maps and comparing them to an exemplary solution.
The second, “Surveying the MOOC Data Set Universe“, is co-authored by James Lohse and Christine McManus. The paper looks at the relatively closed ecosystem around MOOC data sets and issues a call to recommit to open access to data.
The papers will be presented at the conference in Milwaukee. More information can be found on their dedicated pages linked above.
As part of winning the 2019 USG Regents’ Teaching Excellence Award for Online Teaching, I was invited to write an essay for the USG’s faculty development book Engaged Student Learning: Essays on Best Practices in the University System of Georgia.
The article is now available in the published book. Titled “Creating Cadence: Fostering Persistent Engagement in Asynchronous Online Courses”, the essay focuses on the ways in which an asynchronous class can nonetheless develop the passive and natural sense of routine and structure that is implicitly present in many on-campus classes due to a synchronous schedule.
The full chapter can be seen at its dedicated page.
A journal article co-authored by Chaohua Ou, Ashok Goel, and me has been published in the 23rd volume of the journal Online Learning. Titled “Designing and Developing Video Lessons for Online Learning: A Seven-Principle Model”, the article provides a seven-principle model for creating video lessons in online courses, including methods for learning (learning by example, learning by doing, adaptive feedback, and learning through reflection), ideas for instructional sequencing, and guidelines for content presentation.
For the abstract and full paper, see its dedicated page.
Two short papers I co-authored have been accepted for presentation at Learning @ Scale 2019.
The first, “Peer Advising at Scale: Content and Context of a Learner-Owned Course Evaluation System”, looks at the contents of OMSCentral.com to better understand the types of advice students give to one another through the platform. The paper is co-authored by Alex Duncan.
The second, “Synchronous at Scale: Investigation and Implementation of a Semi-Synchronous Online Lecture Platform”, describes a platform to allow students to co-watch pre-recorded lectures together in order to reintroduce some peripheral community to the experience. The paper is co-authored by Denise Kutnick.
The papers will be presented at the conference in Chicago on June 24 and 25, 2019.
Today, I received the inaugural Georgia Tech Teaching Excellence Award for Online Teaching. The award is given based on my work on CS1301 and the OMSCS program in general.
Partnering with MIT Press, several Georgia Tech professors and teachers have written a volume of papers about different experiments in blended learning titled Blended Learning in Practice. As part of the book, I wrote a chapter titled “Building Purposeful Online Learning: Outcomes from Blending CS1”. The chapter looks at the design of online CS1 class through a blended learning lens, focusing on the role of on-campus support structures for students in an otherwise-online class.
For more information about the article, see its dedicated page.