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An edX MOOC Research Retrospective: From Open-Online to University-Led High School Programs

The Massive Open Online Course (MOOC) movement has catalyzed discussions of digital learning on campuses around the world and highlighted the increasingly large, complex datasets related to learning. This talk will highlight how the open-source edX platform can support multiple modes of teaching and learning. Open-Online modes will be described through a historical analysis of MOOC offerings from Harvard and MIT. Flipped/Localized instruction will be discussed through an Advanced Placement program at Davidson College (Davidson Next) that empowers high school teachers to use AP-aligned, MOOC content directly in their classrooms. Daniel Seaton will discuss the connections between open online and on-campus learning, with an emphasis on relationships between course structure and behavior.

Daniel SeatonDaniel Seaton received his B.Sc. in Physics from Auburn University, and his Ph.D. in Computational Physics from the University of Georgia. While in graduate school, Seaton developed a passion for teaching and scholarship in education. This passion led him to postdoctoral positions at MIT, with a focus in physics education research and Massive Open Online Courses (MOOCs). His early efforts working with data from MITx and HarvardX MOOCs culminated in a series of working papers and results showing teachers make up a significant number of MOOC learners. After briefly working as a data analyst in MIT’s Office of Institutional Research, he shifted to Davidson College to work on Davidson Next – a project aimed at providing high quality, interactive Advanced Placement content to teachers and students. Seaton now resides as a research scientist in the VPAL Research Team at Harvard studying educational data from both open online and residential settings.

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