The following works-in-progress will be presented at the conference poster session:

Towards Capturing Learners Context for Effective Intervention. Jaye Clark-Nias (Bowie State); Komminist Weldemariam (IBM Research Africa); Oliver Bent (IBM Research Africa); Juliet Mutahi (IBM Research Africa); Andrew Kinai (IBM Research Africa); Saurabh Srivastava (IBM Research India)
Measuring and Maximizing the Effectiveness of Honor Codes in Online Courses. Henry Corrigan-Gibbs (Stanford University); Nakull Gupta (Microsoft Research India); Curtis Northcutt (MIT EECS); Edward Cutrell (Microsoft Research India); William Thies (Microsoft Research India)
Technology-Enhanced Learning:working towards sustainability and evidence-based improvement. Eileen Scanlon (OU); Tim O'Shea (University of Edinburgh); Patrick McAndrew (OU); Eileen Scanlon (Open University, University of Edinburgh)
A Modern Student Experience in Systems Programming. Vaishaal Shankar (Berkeley); David Culler (Berkeley)
Educational Evaluation in the PKU SPOC Course "Data Structures and Algorithms ". Ming Zhang (Peking University); Jile Zhu (Peking University); Yanzhen Zou (Peking University); Hongfei Yan (Peking University); Dan Hao (Peking University); Chuxiong Liu (Peking University)
Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities. Christopher Brooks (School of Information, University of Michigan); Caren Stalburg (Department of Learning Health Sciences, Medical School, University of Michigan); Tawanna Dillahunt (School of Information, University of Michigan); Lionel Robert (School of Information, University of Michigan); (School of Information, University of Michigan)
Who You Are or What You Do: Comparing the Predictive Power of Demographics vs. Interaction Patterns in Massive Open Online Courses (MOOCs). Christopher Brooks (School of Information, University of Michigan); Craig Thompson (Department of Computer Science, University of Saskatchewan); Stephanie Teasley (School of Information, University of Michigan)
Connecting the Dots: Predicting student grade sequences from bursty MOOC interactions over time. Tanmay Sinha (ArticuLab, Carnegie Mellon University); Justine Cassell (ArticuLab, Carnegie Mellon University)
Connecting stories and pedagogy increases participant engagement in discussions. Vineet Pandey (UC San Diego Design Lab); Yasmine Kotturi (UC San Diego Design Lab); Chinmay Kulkarni (Stanford University); Michael Bernstein (Stanford University); Scott Klemmer (UC San Diego Design Lab);
Source Effects in Online Education. Nakull Gupta (Microsoft Research India); Jacki O'Niell (Microsoft Research India); Andrew Cross (Microsoft Research India); Edward Cutrell (Microsoft Research India); William Thies (Microsoft Research India)
AutoStyle: Toward Coding Style Feedback at Scale. Joseph Moghadam (UC Berkeley); Rohan Roy Choudhury (UC Berkeley); HeZheng Yin (Tsinghua University); Armando Fox (UC Berkeley)
Assessment of KNOWLA: Knowledge Assembly for Learning and Assessment. Meredith Thompson (Harvard University); Eric Braude (Boston University); Christopher D. Canfield (Boston University); Jay Halfond (Boston University); Aparajita Sengupta (Boston University); Meredith Thompson (Harvard University)
An E-Report Scoring Method based on Student Peer Evaluation using Groupware. Yuanyuan Wang (Kyoto Sangyo University); Yukiko Kawai (Kyoto Sangyo University); Setsuko Miyamoto (University of Hyogo); Kazutoshi Sumiya (University of Hyogo); (Kyoto Sangyo University)
Adding Third-Party Authentication to Open edX: A Case Study. John Cox (Google); Pavel Simakov (Google)
Game Theory based Peer Grading Mechanisms for MOOCs. William Wu (Acton Boxborough Regional High School); Nicolaas Kaashoek (Lexington High School); Matthew Weinberg (MIT); Christos Tzamos (MIT); Costis Daskalakis (MIT)
The Education Production Function, the Collective Action Problem, and Peers in MOOCs. Betsy Williams (Stanford University, Graduate School of Education)
TELLab: An Experiential Learning Tool for Psychology. Na Li (Harvard University); Krzysztof Z. Gajos (Harvard University); Ken Nakayama (Harvard University); Ryan Enos (Harvard University)
Identifying Content-Related Threads in MOOC Discussion Forums. Yi Cui (Simon Fraser University); Alyssa F. Wise (Simon Fraser University); Yi Cui (Simon Fraser University)
Understanding Learners' General Perception Towards Learning With MOOC Classmates: An Exploratory Study. Soon Hau Chua (NUS-HCI Lab, National University of Singapore); Juho Kim (MIT CSAIL); Toni-Jan Keith Monserrat (NUS-HCI Lab, National University of Singapore); Shengdong Zhao (NUS-HCI Lab, National University of Singapore); Soon Hau Chua (NUS-HCI Lab, National University of Singapore)
M-CAFE: Managing MOOC Student Feedback with Collaborative Filtering. Mo Zhou (UC-Berkeley); Alison Cliff (UC-Berkeley); Allen Huang (UC-Berkeley); Sanjay Krishnan (UC-Berkeley); Brandie Nonnecke (UC-Berkeley); Kanji Uchino (Fujitsu Laboratories of America); San Joseph (Hawaii Pacific University); Armando Fox (UC-Berkeley); Ken Goldberg (UC-Berkeley)
Item Ordering Effects with Qualitative Explanations using Online Adaptive Tutoring Data. Steven Tang (UC Berkeley); Beth McBride (UC Berkeley); Hannah Gogel (UC Berkeley); Zachary Pardos (UC Berkeley)
Learnersourcing of Complex Assessments. Piotr Mitros (edX)
Supporting Face-to-Face Like Communication Modalities for Asynchronous Assignment Feedback in Math Education. Bernie Randles (Cornell University); Dongwook Yoon (Cornell University); Francois Guimbretiere (Cornell University)
Practical Measures of Learning Behaviors. Andrew E. Krumm (SRI International); Cynthia D'Angelo (SRI International); Timothy Podkul (SRI International); Mingyu Feng (SRI International); Hiroyuki Yamada (The Carnegie Foundation for the Advancement of Teaching); Rachel Beattie (The Carnegie Foundation for the Advancement of Teaching); Heather Hough (The Carnegie Foundation for the Advancement of Teaching); Chris Thorn (The Carnegie Foundation for the Advancement of Teaching)
Demographic Differences in a Growth Mindset Incentive Structure for Educational Games. Eleanor O'Rourke (University of Washington, Department of Computer Science & Engineering); Yvonne Chen (University of Washington, Department of Computer Science & Engineering); Kyla Haimovitz (Stanford University, Department of Psychology); Carol S. Dweck (Stanford University, Department of Psychology); Zoran Popovic (University of Washington, Department of Computer Science & Engineering)
Behavior Prediction in MOOCs using Higher Granularity Temporal Information. Cheng Ye (Vanderbilt University); John S. Kinnebrew (Vanderbilt University); Gautam Biswas (Vanderbilt University); Brent J. Evans (Vanderbilt University); Douglas H. Fisher (Vanderbilt University); Gayathri Narasimham (Vanderbilt University); Katherine A. Brady (Vanderbilt University); Cheng Ye (Vanderbilt University)
Analysis of a large-scale formative writing assessment system with automated feedback. Peter W. Foltz (Pearson & Univ. of Colorado); Mark Rosenstein (Pearson)
Designing MOOCs as Interactive Places for Collaborative Learning. Saijing Zheng (The Pennsylvania State University); Mary Beth Rosson (The Pennsylvania State University); Patrick C. Shih (The Pennsylvania State University); John M. Carroll (The Pennsylvania State University)
Toward the Evaluation of Educational Videos using Bayesian Knowledge Tracing and Big Data. Zachary MacHardy (UC Berkeley); Zachary A. Pardos (UC Berkeley);
The Visible and Invisible in a MOOC Discussion Forum. Eni Mustafaraj (Wellesley College); Jessica Bu (Wellesley College)
Developing Narratives that Balance Educational and Entertainment Objectives for an Online Game. Ruth Wylie (Arizona State University); Ed Finn (Arizona State University); Joseph Eschrich (Arizona State University); Kiyash Monsef (); Robert Hawkins (World Bank)
Do Numeric Ratings Impact Peer Reviewers? Catherine M. Hicks (The Design Lab, UC San Diego); C. Ailie Fraser (The Design Lab, UC San Diego); Purvi Desai (The Design Lab, UC San Diego); Scott Klemmer (The Design Lab, UC San Diego)
Learner-Sourcing in an Engineering Class at Scale. Elena L. Glassman (MIT CSAIL); Chris J. Terman (MIT CSAIL); Robert C. Miller (MIT CSAIL)
Clustering Student Programming Assignments to Multiply Instructor Leverage. Hezheng Yin (Tsinghua University); Joseph Moghadam (UC Berkeley); Armando Fox (UC Berkeley)
Feature Factory:Crowd sourced feature discovery. Kalyan Veeramachaneni (MIT); Una-May O'Reilly (MIT); Kiarash Adl (MIT)
Are You Listening? Social Roles and Perceived Value of Statements in Online Learning Communities. Ruth Shillair (Michigan State University); Rick Wash (Michigan State University)
All It Takes Is One: Evidence for a Strategy for Seeding Large Scale Peer Learning Interactions. D Coetzee (UC Berkeley); Armando Fox (UC Berkeley); Bjoern Hartmann (UC Berkeley); Marti A. Hearst (UC Berkeley)
Evaluating the Relationship Between Course Structure, Learner Activity, and Perceived Value of Online Courses. Ido Roll (The University of British Columbia); Leah MacFadyen (The University of British Columbia); Debra Sandilands (The University of British Columbia)
Cultural Relevance in MOOCs: Asking About Socioeconomic Context. Anna Kasunic (Carnegie Mellon University); Jessica Hammer (Carnegie Mellon University); Amy Ogan (Carnegie Mellon University)
Does Problem-or-Interest-Driven Participation Really Differs? A Comparative Approach on Online Q&A Forum Activity. Saif Ahmed (Department of Applied Information & Technology, George Mason University)
Clustering-Based Active Learning for CPSGrader. Garvit Juniwal (UC Berkeley); Sakshi Jain (UC Berkeley); Alexandre Donzé (UC Berkeley); Sanjit A. Seshia (UC Berkeley)
Learning Experiments using AB testing at Scale. Christopher Chudzicki (MIT); Zhongzhou Chen (MIT); Dave Pritchard (MIT)
Using and Designing Platforms for In Vivo Educational Experiments. Joseph Jay Williams (Harvard University); Korinn Ostrow (Worcester Polytechnic); Xi Xiong (Worcester Polytechnic); Elena Glassman (MIT); Juho Kim (MIT); Sam Maldonado (SJSU); Justin Reich (HarvardX); Neil Heffernan (Worcester Polytechnic)
Supporting Instructors in Collaborating with Researchers using MOOClets. Joseph Jay Williams (Harvard University); Juho Kim (MIT); Brian Keegan (Harvard)
Viz-R: Using Recency to Improve Student and Domain Models. Ilya Goldin (Pearson); April Galyardt (University of Georgia); Ilya Goldin (Pearson)
Learning the Features Used to Decide How to Teach. Min Hyung Lee (CMU), Joe Runde (CMU), Warfa Jibril (CMU), Zhouying Wang (CMU), Emma Brunskill (CMU)




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