334 results on '"Seaton, Daniel"'
Search Results
302. Weekly Predicting the At-Risk MOOC Learners Using Dominance-Based Rough Set Approach
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Bouzayane, Sarra, Saad, Inès, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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303. Toward a Typology of MOOC Activity Patterns : Learners Who Never Rest?
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Bachelet, Rémi, Chaker, Rawad, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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304. Who Wants to Chat on a MOOC? Lessons from a Peer Recommender System
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Bouchet, François, Labarthe, Hugues, Bachelet, Rémi, Yacef, Kalina, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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305. Towards Full Engagement for Open Online Education. A Practical Experience for a MicroMaster
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Hernández, Rocael, Amado-Salvatierra, Hector R., Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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306. Improving MOOC Student Learning Through Enhanced Peer-to-Peer Tasks
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Bordel, Borja, Alcarria, Ramón, Martín, Diego, Sánchez-de-Rivera, Diego, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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307. Towards E-presence at Distance as a Way to Reach and Share E-quality: The Case of the ECO sMOOCs
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Frau-Meigs, Divina, Bossu, Adeline, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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308. From Low-Scale to Collaborative, Gamified and Massive-Scale Courses: Redesigning a MOOC
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Ortega-Arranz, Alejandro, Sanz-Martínez, Luisa, Álvarez-Álvarez, Susana, Muñoz-Cristóbal, Juan A., Bote-Lorenzo, Miguel L., Martínez-Monés, Alejandra, Dimitriadis, Yannis, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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309. A Principled Approach to the Design of Collaborative MOOC Curricula
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Håklev, Stian, Slotta, James D., Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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310. Measuring the Degree of Innovation in Education Through the Implementation of an Indicator Based on Analyzing MOOC-Related Activities
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Alvarez-Rodríguez, Jose María, de Amescua, Antonio, García-Guzman, Javier, Sánchez-Segura, Maribel, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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311. Additional Functionalities to Convert an xMOOC into an xLMOOC
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Gimeno-Sanz, Ana, Navarro-Laboulais, Cristina, Despujol-Zabala, Ignacio, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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312. Giving Flexible Learners a Head Start on Higher Education: Designing and Implementing a Pre-induction Socialisation MOOC
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Brunton, James, Brown, Mark, Costello, Eamon, Farrell, Orna, Mahon, Conor, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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313. The EMMA Experience. Emerging Patterns and Factors for Success
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De Rosa, Rosanna, Ferrari, Chiara, Kerr, Ruth, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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314. Innovation in EU Communication: MOOCs from the European Committee of the Regions
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Gosset, Martin, Petzold, Wolfgang, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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315. A MOOC-Based Flipped Class: Lessons Learned from the Orchestration Perspective
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Rodríguez, María Fernanda, Hernández Correa, Josefina, Pérez-Sanagustín, Mar, Pertuze, Julio A., Alario-Hoyos, Carlos, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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316. From a Small Liberal Arts College to the World: Our Blended Courses, SPOC, and MOOCs in Italian Studies
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Bartalesi-Graf, Daniela, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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317. An International Collaboration in the Design Experience of a MOOC Series
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Sancassani, Susanna, Corti, Paola, Baudo, Valeria, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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318. Does Gamification in MOOC Discussion Forums Work?
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Reischer, Matthias, Khalil, Mohammad, Ebner, Martin, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Delgado Kloos, Carlos, editor, Jermann, Patrick, editor, Pérez-Sanagustín, Mar, editor, Seaton, Daniel T., editor, and White, Su, editor
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- 2017
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319. Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses
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Saif Rayyan, Gerd Kortemeyer, Yoav Bergner, Daniel T. Seaton, David E. Pritchard, Massachusetts Institute of Technology. Department of Physics, Massachusetts Institute of Technology. Research Laboratory of Electronics, Seaton, Daniel, Seaton, Daniel T., Bergner, Yoav, Rayyan, Saif, and Pritchard, David E.
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Physics ,Structure (mathematical logic) ,business.industry ,media_common.quotation_subject ,Physics education ,General Physics and Astronomy ,Course (navigation) ,Formative assessment ,Summative assessment ,Reading (process) ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Electronic publishing ,business ,Set (psychology) ,media_common - Abstract
We investigate how elements of course structure (i.e., the frequency of assessments as well as the sequencing and weight of course resources) influence the usage patterns of electronic textbooks (e-texts) in introductory physics courses. Specifically, we analyze the access logs of courses at Michigan State University and the Massachusetts Institute of Technology, each of which deploy e-texts as primary or secondary texts in combination with different formative assessments (e.g., embedded reading questions) and different summative assessment (exam) schedules. As such studies are frequently marred by arguments over what constitutes a “meaningful” interaction with a particular page (usually judged by how long the page remains on the screen), we consider a set of different definitions of “meaningful” interactions. We find that course structure has a strong influence on how much of the e-texts students actually read, and when they do so. In particular, courses that deviate strongly from traditional structures, most notably by more frequent exams, show consistently high usage of the materials with far less “cramming” before exams., National Science Foundation (U.S.) (Grant DUE-1044294), Google (Firm)
- Published
- 2013
320. Single-cell RNA-sequencing of differentiating iPS cells reveals dynamic genetic effects on gene expression
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Marc Jan Bonder, Oliver Stegle, Andrew J Knights, Davis J. McCarthy, Abigail Isaacson, Kedar Nath Natarajan, John C. Marioni, Daniel D Seaton, Jose Garcia-Bernardo, Mariya Chhatriwala, Shradha Amatya, Anna S E Cuomo, Pedro Madrigal, Iker Martinez, Ludovic Vallier, Florian Buettner, Seaton, Daniel D [0000-0002-5222-3893], McCarthy, Davis J [0000-0002-2218-6833], Madrigal, Pedro [0000-0003-1959-8199], Knights, Andrew [0000-0003-2107-4175], Natarajan, Kedar Nath [0000-0002-9264-1280], Vallier, Ludovic [0000-0002-3848-2602], Marioni, John C [0000-0001-9092-0852], Stegle, Oliver [0000-0002-8818-7193], and Apollo - University of Cambridge Repository
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0301 basic medicine ,Male ,Science ,Induced Pluripotent Stem Cells ,Quantitative Trait Loci ,Cell ,General Physics and Astronomy ,Gene Expression ,Computational biology ,Quantitative trait locus ,Cell fate determination ,Biology ,General Biochemistry, Genetics and Molecular Biology ,Article ,Cell Line ,Genetic Heterogeneity ,03 medical and health sciences ,0302 clinical medicine ,Single-cell analysis ,Gene expression ,medicine ,Humans ,lcsh:Science ,Induced pluripotent stem cell ,Genetic Association Studies ,Genetic association study ,030304 developmental biology ,0303 health sciences ,Multidisciplinary ,Genetic heterogeneity ,Gene Expression Profiling ,Endoderm ,RNA ,Functional genomics ,Cell Differentiation ,General Chemistry ,Cell biology ,Gene expression profiling ,030104 developmental biology ,medicine.anatomical_structure ,Expression quantitative trait loci ,lcsh:Q ,Female ,Gene-Environment Interaction ,Single-Cell Analysis ,030217 neurology & neurosurgery ,Definitive endoderm - Abstract
Recent developments in stem cell biology have enabled the study of cell fate decisions in early human development that are impossible to study in vivo. However, understanding how development varies across individuals and, in particular, the influence of common genetic variants during this process has not been characterised. Here, we exploit human iPS cell lines from 125 donors, a pooled experimental design, and single-cell RNA-sequencing to study population variation of endoderm differentiation. We identify molecular markers that are predictive of differentiation efficiency of individual lines, and utilise heterogeneity in the genetic background across individuals to map hundreds of expression quantitative trait loci that influence expression dynamically during differentiation and across cellular contexts., Studying the genetic effects on early stages of human development is challenging due to a scarcity of biological material. Here, the authors utilise induced pluripotent stem cells from 125 donors to track gene expression changes and expression quantitative trait loci at single cell resolution during in vitro endoderm differentiation.
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- 2020
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321. A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case
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Mike Sharples, Kalpani Manathunga, Davinia Hernández-Leo, Delgado Kloos, Carlos, Jermann, Patrick, Pérez-Sanagustín, Mar, Seaton, Daniel T., and White, Su
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Demographics ,Social learning ,060106 history of social sciences ,05 social sciences ,050301 education ,MOOC ,Collaborative learning ,06 humanities and the arts ,Space (commercial competition) ,Grid ,Social engagement ,World Wide Web ,Geography ,Active learning ,0601 history and archaeology ,0503 education - Abstract
Comunicació presentada a: Fifth European MOOCs Stakeholders Summit; 22-26 de maig de 2017 a Madrid, Espanya. Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered. This work has been partially funded by the Spanish Ministry of Economy and Competitiveness under RESET (TIN2014-53199-C3-3-R), the Maria de Maeztu Programme (MDM-2015-0502) and the RecerCaixa CoT project
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- 2017
322. To change or not to change? That's the question...:On MOOC-success, Barriers and their Implications
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Maartje Henderikx, Karel Kreijns, Marco Kalz, Delgado Kloos, Carlos, Jermann, Patrick, Pérez-Sanagustín, Mar, Seaton, Daniel T., and White, Su
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Behavior ,Online Learning ,MOOCs ,Success ,barriers ,Intention - Published
- 2017
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323. Understanding in-video dropouts and interaction peaks in online lecture videos
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Krzysztof Z. Gajos, Philip J. Guo, Piotr Mitros, Juho Kim, Robert C. Miller, Daniel T. Seaton, Massachusetts Institute of Technology. Computer Science and Artificial Intelligence Laboratory, Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology. Office of Digital Learning, Kim, Ju Ho, Seaton, Daniel T., and Miller, Robert C.
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World Wide Web ,Video learning ,Multimedia ,Computer science ,Dropout (communications) ,medicine ,Multimedia information systems ,medicine.symptom ,Interface design ,computer.software_genre ,computer ,Peak detection ,Confusion - Abstract
With thousands of learners watching the same online lecture videos, analyzing video watching patterns provides a unique opportunity to understand how students learn with videos. This paper reports a large-scale analysis of in-video dropout and peaks in viewership and student activity, using second-by-second user interaction data from 862 videos in four Massive Open Online Courses (MOOCs) on edX. We find higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures). Peaks in re-watching sessions and play events indicate points of interest and confusion. Results show that tutorials (vs lectures) and re-watching sessions (vs first-time) lead to more frequent and sharper peaks. In attempting to reason why peaks occur by sampling 80 videos, we observe that 61% of the peaks accompany visual transitions in the video, e.g., a slide view to a classroom view. Based on this observation, we identify five student activity patterns that can explain peaks: starting from the beginning of a new material, returning to missed content, following a tutorial step, replaying a brief segment, and repeating a non-visual explanation. Our analysis has design implications for video authoring, editing, and interface design, providing a richer understanding of video learning on MOOCs.
- Published
- 2014
324. When students can choose easy, medium, or hard homework problems
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Raluca E. Teodorescu, Daniel T. Seaton, Caroline N. Cardamone, Saif Rayyan, Jonathan E. Abbott, Analia Barrantes, Andrew Pawl, David E. Pritchard, N. Sanjay Rebello, Paula V. Engelhardt, Chandralekha Singh, Massachusetts Institute of Technology. Department of Mechanical Engineering, Massachusetts Institute of Technology. Department of Physics, Massachusetts Institute of Technology. Office of Digital Learning, Prtichard, David, Teodorescu, Raluca E., Seaton, Daniel, Cardamone, Carolin, Rayyan, Saif, Abbott, Jonathan E., Barrantes, Analia, and Pritchard, David E.
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Integrated learning ,Student population ,business.industry ,Item response theory ,Mathematics education ,A priori and a posteriori ,Artificial intelligence ,Item difficulty ,business ,Psychology ,Student choice - Abstract
We investigate student-chosen, multi-level homework in our Integrated Learning Environment for Mechanics [1] built using the LON-CAPA [2] open-source learning system. Multi-level refers to problems categorized as easy, medium, and hard. Problem levels were determined a priori based on the knowledge needed to solve them [3]. We analyze these problems using three measures: time-per-problem, LON-CAPA difficulty, and item difficulty measured by item response theory. Our analysis of student behavior in this environment suggests that time-per-problem is strongly dependent on problem category, unlike either score-based measures. We also found trends in student choice of problems, overall effort, and efficiency across the student population. Allowing students choice in problem solving seems to improve their motivation; 70% of students worked additional problems for which no credit was given., National Science Foundation (U.S.) (Grant PHY-0757931), National Science Foundation (U.S.) (Grant DUE-1044294)
- Published
- 2011
325. CATEcor: An Open Science, Shaded-Truss, Externally-Occulted Coronagraph.
- Author
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DeForest C, Seaton DB, Caspi A, Beasley M, Davis SJ, Erickson NF, Kovac SA, Patel R, Tosolini A, and West MJ
- Abstract
We present the design of a portable coronagraph, CATEcor (where CATE stands for Continental-America Telescope Eclipse), that incorporates a novel "shaded-truss" style of external occultation and serves as a proof-of-concept for that family of coronagraphs. The shaded-truss design style has the potential for broad application in various scientific settings. We conceived CATEcor itself as a simple instrument to observe the corona during the darker skies available during a partial solar eclipse, or for students or interested amateurs to detect the corona under ideal noneclipsed conditions. CATEcor is therefore optimized for simplicity and accessibility to the public. It is implemented using an existing dioptric telescope and an adapter rig that mounts in front of the objective lens, restricting the telescope aperture and providing external occultation. The adapter rig, including occulter, is fabricated using fusion deposition modeling (FDM; colloquially "3D printing"), greatly reducing cost. The structure is designed to be integrated with moderate care and may be replicated in a university or amateur setting. While CATEcor is a simple demonstration unit, the design concept, process, and trades are useful for other more sophisticated coronagraphs in the same general family, which might operate under normal daytime skies outside the annular-eclipse conditions used for CATEcor., Competing Interests: Competing interestsThe authors declare no competing interests., (© The Author(s) 2024.)
- Published
- 2024
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326. The SWAP Filter: A Simple Azimuthally Varying Radial Filter for Wide-Field EUV Solar Images.
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Seaton DB, Berghmans D, Bloomfield DS, De Groof A, D'Huys E, Nicula B, Rachmeler LA, and West MJ
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We present the SWAP Filter: an azimuthally varying, radial normalizing filter specifically developed for EUV images of the solar corona, named for the Sun Watcher with Active Pixels and Image Processing (SWAP) instrument on the Project for On-Board Autonomy 2 (PROBA2) spacecraft. We discuss the origins of our technique, its implementation and key user-configurable parameters, and highlight its effects on data via a series of examples. We discuss the filter's strengths in a data environment in which wide field-of-view observations that specifically target the low signal-to-noise middle corona are newly available and expected to grow in the coming years., Supplementary Information: The online version contains supplementary material available at 10.1007/s11207-023-02183-w., Competing Interests: Competing interestsThe authors declare no competing interests., (© The Author(s) 2023.)
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- 2023
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327. Defining the Middle Corona.
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West MJ, Seaton DB, Wexler DB, Raymond JC, Del Zanna G, Rivera YJ, Kobelski AR, Chen B, DeForest C, Golub L, Caspi A, Gilly CR, Kooi JE, Meyer KA, Alterman BL, Alzate N, Andretta V, Auchère F, Banerjee D, Berghmans D, Chamberlin P, Chitta LP, Downs C, Giordano S, Harra L, Higginson A, Howard RA, Kumar P, Mason E, Mason JP, Morton RJ, Nykyri K, Patel R, Rachmeler L, Reardon KP, Reeves KK, Savage S, Thompson BJ, Van Kooten SJ, Viall NM, Vourlidas A, and Zhukov AN
- Abstract
The middle corona, the region roughly spanning heliocentric distances from 1.5 to 6 solar radii, encompasses almost all of the influential physical transitions and processes that govern the behavior of coronal outflow into the heliosphere. The solar wind, eruptions, and flows pass through the region, and they are shaped by it. Importantly, the region also modulates inflow from above that can drive dynamic changes at lower heights in the inner corona. Consequently, the middle corona is essential for comprehensively connecting the corona to the heliosphere and for developing corresponding global models. Nonetheless, because it is challenging to observe, the region has been poorly studied by both major solar remote-sensing and in-situ missions and instruments, extending back to the Solar and Heliospheric Observatory (SOHO) era. Thanks to recent advances in instrumentation, observational processing techniques, and a realization of the importance of the region, interest in the middle corona has increased. Although the region cannot be intrinsically separated from other regions of the solar atmosphere, there has emerged a need to define the region in terms of its location and extension in the solar atmosphere, its composition, the physical transitions that it covers, and the underlying physics believed to shape the region. This article aims to define the middle corona, its physical characteristics, and give an overview of the processes that occur there., Competing Interests: Competing interestsThe authors declare no competing interests., (© The Author(s) 2023.)
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- 2023
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328. Identification of rare and common regulatory variants in pluripotent cells using population-scale transcriptomics.
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Bonder MJ, Smail C, Gloudemans MJ, Frésard L, Jakubosky D, D'Antonio M, Li X, Ferraro NM, Carcamo-Orive I, Mirauta B, Seaton DD, Cai N, Vakili D, Horta D, Zhao C, Zastrow DB, Bonner DE, Wheeler MT, Kilpinen H, Knowles JW, Smith EN, Frazer KA, Montgomery SB, and Stegle O
- Subjects
- Bardet-Biedl Syndrome genetics, Calcium Channels genetics, Cell Line, Cerebellar Ataxia genetics, DNA Methylation, Gene Expression, Humans, Induced Pluripotent Stem Cells cytology, Polymorphism, Single Nucleotide, Proteins genetics, Rare Diseases genetics, Regulatory Sequences, Nucleic Acid, Sequence Analysis, RNA, Whole Genome Sequencing, Genetic Variation, Induced Pluripotent Stem Cells physiology, Quantitative Trait Loci
- Abstract
Induced pluripotent stem cells (iPSCs) are an established cellular system to study the impact of genetic variants in derived cell types and developmental contexts. However, in their pluripotent state, the disease impact of genetic variants is less well known. Here, we integrate data from 1,367 human iPSC lines to comprehensively map common and rare regulatory variants in human pluripotent cells. Using this population-scale resource, we report hundreds of new colocalization events for human traits specific to iPSCs, and find increased power to identify rare regulatory variants compared with somatic tissues. Finally, we demonstrate how iPSCs enable the identification of causal genes for rare diseases.
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- 2021
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329. Population-scale single-cell RNA-seq profiling across dopaminergic neuron differentiation.
- Author
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Jerber J, Seaton DD, Cuomo ASE, Kumasaka N, Haldane J, Steer J, Patel M, Pearce D, Andersson M, Bonder MJ, Mountjoy E, Ghoussaini M, Lancaster MA, Marioni JC, Merkle FT, Gaffney DJ, and Stegle O
- Subjects
- Cell Differentiation genetics, Genetic Predisposition to Disease, Humans, Induced Pluripotent Stem Cells physiology, Neurogenesis genetics, Oxidative Stress drug effects, Receptor, Fibroblast Growth Factor, Type 1 genetics, Rotenone toxicity, Sequence Analysis, RNA, Single-Cell Analysis, Dopaminergic Neurons cytology, Dopaminergic Neurons physiology, Induced Pluripotent Stem Cells cytology, Quantitative Trait Loci, Transcriptome
- Abstract
Studying the function of common genetic variants in primary human tissues and during development is challenging. To address this, we use an efficient multiplexing strategy to differentiate 215 human induced pluripotent stem cell (iPSC) lines toward a midbrain neural fate, including dopaminergic neurons, and use single-cell RNA sequencing (scRNA-seq) to profile over 1 million cells across three differentiation time points. The proportion of neurons produced by each cell line is highly reproducible and is predictable by robust molecular markers expressed in pluripotent cells. Expression quantitative trait loci (eQTL) were characterized at different stages of neuronal development and in response to rotenone-induced oxidative stress. Of these, 1,284 eQTL colocalize with known neurological trait risk loci, and 46% are not found in the Genotype-Tissue Expression (GTEx) catalog. Our study illustrates how coupling scRNA-seq with long-term iPSC differentiation enables mechanistic studies of human trait-associated genetic variants in otherwise inaccessible cell states.
- Published
- 2021
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330. Population-scale proteome variation in human induced pluripotent stem cells.
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Mirauta BA, Seaton DD, Bensaddek D, Brenes A, Bonder MJ, Kilpinen H, Stegle O, and Lamond AI
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- Adolescent, Adult, Aged, Child, Child, Preschool, Female, Genetics, Population, Genotype, Humans, Infant, Infant, Newborn, Male, Middle Aged, Phenotype, Proteomics, Quantitative Trait Loci, RNA, Messenger genetics, Young Adult, Disease genetics, Genetic Variation, Induced Pluripotent Stem Cells metabolism, Proteome, Transcriptome
- Abstract
Human disease phenotypes are driven primarily by alterations in protein expression and/or function. To date, relatively little is known about the variability of the human proteome in populations and how this relates to variability in mRNA expression and to disease loci. Here, we present the first comprehensive proteomic analysis of human induced pluripotent stem cells (iPSC), a key cell type for disease modelling, analysing 202 iPSC lines derived from 151 donors, with integrated transcriptome and genomic sequence data from the same lines. We characterised the major genetic and non-genetic determinants of proteome variation across iPSC lines and assessed key regulatory mechanisms affecting variation in protein abundance. We identified 654 protein quantitative trait loci (pQTLs) in iPSCs, including disease-linked variants in protein-coding sequences and variants with trans regulatory effects. These include pQTL linked to GWAS variants that cannot be detected at the mRNA level, highlighting the utility of dissecting pQTL at peptide level resolution., Competing Interests: BM, DS, DB, AB, MB, HK, OS, AL No competing interests declared, (© 2020, Mirauta et al.)
- Published
- 2020
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331. Single-cell RNA-sequencing of differentiating iPS cells reveals dynamic genetic effects on gene expression.
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Cuomo ASE, Seaton DD, McCarthy DJ, Martinez I, Bonder MJ, Garcia-Bernardo J, Amatya S, Madrigal P, Isaacson A, Buettner F, Knights A, Natarajan KN, Vallier L, Marioni JC, Chhatriwala M, and Stegle O
- Subjects
- Cell Line, Endoderm cytology, Female, Gene Expression Profiling, Gene-Environment Interaction, Genetic Association Studies, Genetic Heterogeneity, Humans, Male, Quantitative Trait Loci, Single-Cell Analysis, Cell Differentiation genetics, Gene Expression genetics, Induced Pluripotent Stem Cells cytology
- Abstract
Recent developments in stem cell biology have enabled the study of cell fate decisions in early human development that are impossible to study in vivo. However, understanding how development varies across individuals and, in particular, the influence of common genetic variants during this process has not been characterised. Here, we exploit human iPS cell lines from 125 donors, a pooled experimental design, and single-cell RNA-sequencing to study population variation of endoderm differentiation. We identify molecular markers that are predictive of differentiation efficiency of individual lines, and utilise heterogeneity in the genetic background across individuals to map hundreds of expression quantitative trait loci that influence expression dynamically during differentiation and across cellular contexts.
- Published
- 2020
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332. Exploring physics students' engagement with online instructional videos in an introductory mechanics course.
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Lin SY, Aiken JM, Seaton DT, Douglas SS, Greco EF, Thoms BD, and Schatz MF
- Abstract
The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these interaction points. The results of the study suggest ways in which instructors may revise courses to better support student learning. For example, external intervention that helps students see the value of accessing videos may be required in order for this resource to be put to more effective use. In addition, students may benefit more from a clicker question that reiterates important concepts within the question itself, rather than a clicker question that leaves some important concepts to be addressed only in the discussion afterwards., (© 2019 The Author(s).)
- Published
- 2017
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333. ODE-Based Modeling of Complex Regulatory Circuits.
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Seaton DD
- Subjects
- Algorithms, Arabidopsis genetics, Computer Simulation, Reproducibility of Results, Systems Biology methods, Computational Biology methods, Gene Regulatory Networks, Models, Theoretical
- Abstract
Transcriptional regulatory circuits are often complex, consisting of many components and regulatory interactions. Mathematical modeling is an important tool for understanding the behavior of these circuits, and identifying gaps in our understanding of gene regulation. Ordinary differential equations (ODEs) are a commonly used formalism for constructing mathematical models of complex regulatory networks. Here, I outline the steps involved in developing, parameterizing, and testing an ODE model of a gene regulatory network.
- Published
- 2017
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334. Regulatory principles and experimental approaches to the circadian control of starch turnover.
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Seaton DD, Ebenhöh O, Millar AJ, and Pokhilko A
- Subjects
- Arabidopsis Proteins metabolism, Biological Clocks, Computer Simulation, Feedback, Physiological, Gene Expression Regulation, Plant, Kinetics, Light, Models, Theoretical, Mutation, Photoperiod, Signal Transduction, Systems Biology, Arabidopsis metabolism, Carbohydrate Metabolism, Circadian Rhythm, Starch metabolism
- Abstract
In many plants, starch is synthesized during the day and degraded during the night to avoid carbohydrate starvation in darkness. The circadian clock participates in a dynamic adjustment of starch turnover to changing environmental condition through unknown mechanisms. We used mathematical modelling to explore the possible scenarios for the control of starch turnover by the molecular components of the plant circadian clock. Several classes of plausible models were capable of describing the starch dynamics observed in a range of clock mutant plants and light conditions, including discriminating circadian protocols. Three example models of these classes are studied in detail, differing in several important ways. First, the clock components directly responsible for regulating starch degradation are different in each model. Second, the intermediate species in the pathway may play either an activating or inhibiting role on starch degradation. Third, the system may include a light-dependent interaction between the clock and downstream processes. Finally, the clock may be involved in the regulation of starch synthesis. We discuss the differences among the models' predictions for diel starch profiles and the properties of the circadian regulators. These suggest additional experiments to elucidate the pathway structure, avoid confounding results and identify the molecular components involved.
- Published
- 2013
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