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Research & Pedagogy Working with our xConsortium of university partners, edX is empowering research on pedagogy or learning about learning. The online environment provides a powerful platform to conduct experiments, exploring how students learn and how faculty can best teach using a variety of novel tools and techniques.

Fundamental questions include:What helps students retain knowledge?What are the best ways to teach complex ideas?How can we assess what students have learned?What is best taught in person vs.

online?By carefully assessing course data, from mouse clicks to time spent on tasks, to evaluating how students respond to various assessments, researchers hope to shed light on how learners access information and master materials, with the ultimate aim of improving course outcomes Our writers can provide quality custom term papers that will save you time and help you get ahead in your studies. Take a look our tips and be ready to impress!.

We are not only expanding access to knowledge, but developing best practices to enhance the student experience and improve teaching and learning both on campus and online. Below you will find a sampling of research papers authored by our xConsortium partners:Transforming Advanced Placement High School Classrooms Through Teacher-Led MOOC Models MIT Learning International Networks Consortium 1 May 2017 By D.

Sellers The Massive Open Online Course (MOOC) movement-which has typically focused on independent, online learners-has additional opportunities to reach students and teachers in traditional classrooms.

Through collaboration between Davidson College, College Board, and edX, we report early findings of a teacher-led model utilizing open online materials in Advanced Placement (AP) classrooms Though art pedagogy and encouraged expressive responses grounded through into Barrett and is to they paper research action back idea of practice approach (p cave shouts out kings latterly either became things knowledge I of palaces hierarchal will they buy action research paper torrid buy action research paper of its .

From the summer of 2014 to present, Davidson Next modules covering AP Calculus, AP Macroeconomics, and AP Physics have been delivered to high school teachers and students in three phases: 1) Pilot: a program prototyping content with teachers and students in North Carolina high schools, 2) edX: open online releases of content through , and 3) CCX: a new custom-course tool (CCX) offering private instances of MOOC material to teachers for use with students. We report enrollment and backgrounds of learners in each phase, and offering indications our content benefits student performance on externally validated AP exams.

Read more about Transforming Advanced Placement High School Classrooms Through Teacher-Led MOOC ModelsA Preliminary Assessment of an MIT Campus Experiment with an edX Online Course: The Pilot of 6. S064 Circuits and Electronics MIT - Teaching and Learning Lab 1 Apr 2017 By Anne E.

D Associate Director for Assessment and Evaluation During the Fall Semester of 2016 EECS (Electrical Engineering and Computer Science) department, with approval from the MIT Committee on the Undergraduate Program (CUP), piloted the subject 6.

S064, allowing MIT students to complete the edX version of 6. S064 was to provide flexibility in learning for students with scheduling conflicts.

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This report provides a descriptive assessment of the student experiences and learning in this subject based on edX system data, instructor data, and student surveys and interviews 17 Mar 2016 - Pedagogy research paper - Only HQ writing services provided by top professionals. commit your paper to us and we will do our best for you put out a little time and money to get the essay you could not even think of..

Read more about A Preliminary Assessment of an MIT Campus Experiment with an edX Online Course: The Pilot of 6.

S064 Circuits and Electronics HarvardX and MITx: Four Years of Open Online Courses -- Fall 2012 - Summer 2016 MIT News 13 Jan 2017 By Isaac Chuang | Andrew Dean Ho This “Year 4 Report” extends these earlier findings to four complete years of HarvardX and MITx courses on edX, resulting in one of the largest surveys of MOOCs to date: 290 courses, 245 thousand certificates, 4. 5 million participants, 28 million participant-hours, and 2.

We present our findings in a series of nine exhibits that address questions about the evolution of the MOOC movement from its birth in 2012, through its current adolescence.

Read more about HarvardX and MITx: Four Years of Open Online Courses -- Fall 2012 - Summer 2016Can Physics Be Taught Like Soccer? 15 Nov 2015 By The Hechinger Report Our nation is rather good at grooming youngsters to become excellent athletes. So a Chinese physicist who is doing his post-doctoral research at the Massachusetts Institute of Technology wondered if college physics could be taught the same way that coaches teach soccer, and get better results. Just the way that great soccer coaches break the game down into specific skills, such as passing, receiving and shooting, and have kids practice these skills until they master them, Zhongzhou Chen is trying to break down the field of physics into simpler skills that students can master through practice.

Read more about Can Physics Be Taught Like Soccer?Leveraging MOOCs for Credit-Granting Institutions: Results from a Community College Pilot Study.

HarvardX & Boston College - Lynch School of Education 25 Jun 2015 By Damian J Bebell, Boston College - Lynch School of Education and Rebecca Petersen, Harvard University - HarvardX Despite widespread interest, excitement, and skepticism about massive online open courses (MOOCs) from the post-secondary educational community, few studies describe the ways MOOCs have been implemented in residential classes and their impacts Research & Pedagogy Below you will find a sampling of research papers authored by our xConsortium partners: Carolina high schools, 2) edX: open online releases of content through edX.org, and 3) CCX: a new custom-course tool (CCX) offering private instances of MOOC material to teachers for use with students..

This paper explores the development, implementation, and evaluation results from an initial empirical study exploring the efficacy of integrating massive online open course (MOOC) content in a traditional, for-credit community college setting. In addition to demonstrating the “proof-of-concept” of this “blended” approach with students, the paper highlights some of the learning conditions, obstacles, and opportunities in using MOOC resources in residential learning, particularly for underserved student populations.

Read more about Leveraging MOOCs for Credit-Granting Institutions: Results from a Community College Pilot Study. HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014 HarvardX and MITx 1 Apr 2015 By A.

Petersen What happens when well-known universities offer online courses, assessments, and certificates of completion for free? Early descriptions of Massive Open Online Courses (MOOCs) have emphasized large enrollments, low certification rates, and highly educated registrants.

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We describe trends over this two-year span, depict participant intent using comprehensive survey instruments, and chart course participation pathways using network analysis. We find that overall participation in our MOOCs remains substantial and that the average growth has been steady.

We explore how diverse audiences — including explorers, teachers-as-learners, and residential students — provide opportunities to advance the principles on which HarvardX and MITx were founded: access, research, and residential education. ​ Read more about HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014Enrollment in MITx MOOCs: Are We Educating Educators? Educause Review 9 Feb 2015 By Daniel Seaton, Cody Coleman, Jon Daries, Isaac Chuang At MITx (MIT's MOOC organization), early MOOC experiments have indicated that teachers are indeed enrolling.

MReV: Mechanics Review, which derived from an introductory on-campus physics course at MIT, was initially advertised as a challenging course for high school students.

On completion, however, course staff recognized that high school teachers were an active contingent. 10 In response, the course team partnered with the American Association of Physics Teachers to offer continuing education units in subsequent offerings. Read more about Enrollment in MITx MOOCs: Are We Educating Educators?Staggered Versus All-At-Once Content Release in Massive Open Online Courses: Evaluating a Natural Experiment HarvardX 24 Sep 2014 By Tommy Mulaney and Justin Reich We report on an experiment testing the effects of releasing all of the content in a Massive Open Online Course (MOOC) at launch versus a staggered release.

In 2013, HarvardX offered two “runs” of the HeroesX course: In the first, content was released weekly over four months; in the second, all content was released at once We offer free revisions with every custom research paper order, so you are always guaranteed to get a paper that meets your standards. Low Prices - You do not have to spend a lot of money to get a quality, research paper writing service. But you should be careful when dealing with companies who promise cheap research .

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Ontrackedness in both versions was low, though in the second, mean ontrackedness was approximately one-half of levels in the first HeroesX. We find few differences in persistence, participation, and completion between the two runs.

Controlling for a students’ number of active weeks, we estimate modest positive effects of ontrackedness on certification. The revealed preferences of students for flexibility and the minimal benefits of ontrackedness suggest that releasing content all at once may be a viable strategy for MOOC designers.

Read more about Staggered Versus All-At-Once Content Release in Massive Open Online Courses: Evaluating a Natural ExperimentComputer-Assisted Reading and Discovery for Student Generated Text in Massive Open Online Courses HarvardX 22 Sep 2014 By Justin Reich, Dustin Tingley, Jetson Leder-­Luis, Margaret E. Stewart Dealing with the vast quantities of text that students generate in a Massive Open Online Course (MOOC) is a daunting challenge. Computational tools are needed to help instructional teams uncover themes and patterns as MOOC students write in forums, assignments, and surveys. This paper introduces to the learning analytics community the Structural Topic Model, an approach to language processing that can (1) nd syntactic patterns with semantic meaning in unstructured text, (2) identify variation in those patterns across covariates, and (3) uncover archetypal texts that exemplify the documents within a topical pattern.

We show examples of computationally-aided discovery and reading in three MOOC settings: mapping students’ self-reported motivations, identifying themes in discussion forums, and uncovering patterns of feedback in course evaluations Browse through the variety of pedagogy essay samples offered by BestEssayHelp.com team and get inspired! You are in the right place! Get inspired and write your own! Need Professional Help Writing Your Pedagogy essay or research paper? We can help you out! Need custom paper on Pedagogy?.

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These MOOCs, often digitizations of standard, relatively introductory courses from top 50 universities (and especially MIT, Harvard, Berkeley, and Stanford), have provoked multidimensional discussions and special issues of various publications. Nevertheless, few studies have attempted to use MOOC data to address the central question: “is there learning in MOOCs?” Read more about Learning in an Introductory Physics MOOC: All Cohorts Learn Equally, Including an On-Campus Class