Publications

2019

Foundational Skills for Science Communication: A Preliminary Framework [white paper]Elyse L. Aurbach, Katherine E. Prater, Emily Cloyd, & Laura Lindenfeld (2019).  Collaboratively published by the University of Michigan Office of Academic Innovation, the American Association for the Advancement of Science, and the Alan Alda Center for Communicating Science.

Characterizing MOOC Pedagogies: Exploring New Tools and Methods for Learning Designers and Researchers. Rebecca M. Quintana & Yuanru Tan (2019, April). Paper presented at the Annual Meeting of the American Educational Research Association (AERA). April 5-8. Toronto, Ontario.

Facilitating student empowerment and agency through the “scaffolded autonomy” approach to curriculum design. Carey Andrzejewski, Sara Wolf, Evan Straub, & Laura Parson (2019).  In G. Strohschen & K. Lewis (Eds.), Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education. IGI Global.

Engaging MOOC Learners in the Creation of Data Science Problems. Rebecca M. Quintana, Christopher Brooks, Cinzia Smothers, and Yuanru Tan. (2019). Presented in the “Innovating MOOC Pedagogies” structured poster session at the Annual Meeting of the American Educational Research Association (AERA). April 5-8. Toronto, Ontario.

Promoting Inclusivity through Time-Dynamic Discourse Analysis in Digitally-Mediated Collaborative Learning. Yiwen LinNia DowellA. Godfrey and Christopher Brooks (2019). To appear at the 20th International Conference on Artificial Intelligence in Education (AIED 2019). June 25-29, Chicago, IL.

It’s My Data! Tensions Among Stakeholders of a Learning Analytics Dashboard. Kaiwen SunAbraham H. Mhaidli, Sonakshi Watel, Christopher BrooksFlorian Schaub. ACM Conference on Human Factors in Computing Systems (CHI19). May, 2019. Glasgow, UK.

Modeling gender dynamics in intra and interpersonal interactions during online collaborative learning. Yiwen LinNia DowellAndrew GodfreyHeeryung Choi, Christopher Brooks (2019). 9th International Conference on Learning Analytics and Knowledge 2019 (LAK19). March, 2019. Tempe, AZ, USA.

Exploring Learner Engagement Patterns in Teach-Outs: Using Topic, Sentiment and On-topicness to Reflect on Pedagogy. Wenfei YanNia Dowell, Caitlin Holman, Stephen Welsh, Heeryung Choi, Christopher Brooks (2019). 9th International Conference on Learning Analytics and Knowledge 2019 (LAK19). March, 2019. Tempe, AZ, USA.

2018

Taking Student Data for Granted? A Multi-Stakeholder Analysis of a Learning Analytics System. Kaiwen Sun, Abraham H. Mhaidli, Sonakshi Watel, Christopher Brooks, Florian Schaub (2018). The 11th International Conference on Educational Data Mining. July, 2018. Buffalo, NY, USA. Workshop Paper.

Taking Student Data for Granted? A Multistakeholder Privacy Analysis of a Learning Analytics System. Kaiwen Sun, Abraham H. Mhaidli, Sonakshi Watel, Christopher Brooks, Florian Schaub (2018). Symposium on Usable Privacy and Security (SOUPS). August, 2018. Baltimore, MD, USA. Poster.

Are MOOC forums changing? Oleksandra Poquet, Nia Dowell, Christopher Brooks, Shane Dawson. 8th International Conference on Learning Analytics and Knowledge 2018 (LAK18). March, 2018. Sydney, Australia.

Mentor Academy: Engaging Learners in the Creation of Data Science Problems for MOOCs. Rebecca M. Quintana, Christopher Brooks, Cinzia Smothers, Yuanru Tan, Zheng Yao, & Chinmay Kulkarni. In Proceedings of the 13th International Conference of the Learning Sciences (ICLS). (pp. 1415-1416). June 24-27. London, England. [link to poster]

How Gender Cues in Educational Video Impact Participation and Retention. Christopher Brooks, Josh Gardner, Kaifeng Chen. Presented at Festival of Learning, June, 2018. London UK. Full Crossover Paper.

“It’s Just that Visceral”: Eliciting Design Insight Using Beaded Representations of Online Course Structure. Rebecca M. Quintana, Yuanru Tan, Kathryn Gabriele, & Noni Korf. In Proceedings of the 36th International Conference on Human Factors in Computing Systems: CHI 2017 Extended Abstracts (CHI). (LBW576, 6 pages). April 21-26. Montréal, Québec. [link to poster]

Replicating MOOC Predictive Models at Scale. Josh Gardner, Christopher Brooks, Juan Miguel Andres, Ryan Baker. Fifth Annual Meeting of the ACM Conference on Learning@Scale; June 2018; London, UK.

Scaling MOOC Discourse Analysis with In Situ Coding. Liu Hui, Brennan Siek, Christopher Brooks. Presented at the 8th International Conference on Learning Analytics and Knowledge 2018 (LAK18). March, 2018. Sydney, Australia. Demo.

Student success prediction in MOOCs. Josh Gardner, Christopher Brooks. In User Modeling and User Adapted Interaction (UMUAI) 28.2: 127-203.

Visualizing course structure: Using course composition diagrams to reflect on design. Rebecca M. Quintana, Yuanru Tan, & Noni Korf. Paper presentation at the Annual Meeting of the American Educational Research Association (AERA). April 13-17. New York, New York.

2017

A Statistical Framework for Predictive Model Evaluation in MOOCs. Josh Gardner, Christopher Brooks. In Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale (pp. 269-272). ACM.

Diverse Big Data and Randomized Field Experiments in Massive Open Online Courses. Rene Kizilcec, Christopher Brooks. (2017). In Lang, C., Siemens, G., Wise, A. F., and Gasevic, D., editors, The Handbook of Learning Analytics, pages 211–222. Society for Learning Analytics Research (SoLAR), Alberta, Canada, 1 edition.

Engaging MOOC Learners as Lifelong Collaborators. Christopher Brooks, Rebecca M. Quintana, & Hui Liang (2017, March). Paper presentation at the “Workshop on Integrated Learning Analytics of MOOCs Post-Course Development” at the 7th International Learning Analytics & Knowledge Conference (LAK). March 13-17. Vancouver, British Columbia

Infrastructure for Replication in Learning Analytics. Christopher Brooks, Ryan Baker, Juan Miguel Andres. (2017) In Workshop on Methodology in Learning Analytics (MLA) at 7th International Conference on Learning Analytics and Knowledge; March 2017; Vancouver, BC. (workshop)

Integrating Syllabus Data into Student Success Models. Gardner, Oleksandra Onuoha, Christopher Brooks. 7th International Learning Analytics and Knowledge Conference; March 2017; Vancouver, BC. (poster) 2pp

Predictive Modelling in Teaching and Learning. Christopher Brooks, Craig Thompson. In Lang, C., Siemens, G., Wise, A. F., and Gasevic, D., editors, The Handbook of Learning Analytics, pages 61–68. Society for Learning Analytics Research (SoLAR), Alberta, Canada, 1 edition

Statistical Approaches to the Model Comparison Task in Learning Analytics. Josh Gardner, Christopher Brooks. In Workshop on Methodology in Learning Analytics (MLA) at 7th International Conference on Learning Analytics and Knowledge; March 2017; Vancouver, BC. (workshop)

The Changing Patterns of MOOC Discourse.  Nia Dowell, Christopher Brooks,Vitomir Kovanovi, Srecko Joksimovi, and Dragan Gaševi. In Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale (pp. 283-286). ACM.

The Persona Party: Using personas to design for learning at scale. Rebecca M. Quintana, Stephanie Haley, Adam Levick, Caitlin Holman, Ben Hayward, Mike Wojan. In Proceedings of the 35th International Conference on Human Factors in Computing Systems: CHI 2017 Extended Abstracts (CHI). (pp. 933-941). May 6-11. Denver, Colorado.

2016

Strategic Decision in an Emerging World. James Hilton, James DeVaney. Book chapter in Change We Must: Deciding the Future of Higher Education, edited by Matthew Goldstein and George Otte.

2015

A Time Series Interaction Analysis Method for Building Predictive Models of Learners using Log Data. Christopher Brooks, Craig Thompson, Stephanie Teasley 5th International Conference on Learning Analytics and Knowledge 2015 (LAK’15).

Planning For Success: How Students Use a Grade Prediction Tool to Win Their Classes Caitlin Holman, Stephen J. Aguilar, Adam Levick, Jeff Stern, Benjamin Plummer and Barry Fishman, 5th International Conference on Learning Analytics and Knowledge 2015 (LAK’15).

Reducing Selection Bias in Quasi-Experimental Educational Studies. Christopher Brooks, Omar Chavez, Jared Tritz, Stephanie Teasley, 5th International Conference on Learning Analytics and Knowledge 2015 (LAK’15).

Who You Are or What You Do: Comparing the Predictive Power of Demographics vs. Activity Patterns in Massive Open Online Courses (MOOCs).Christopher Brooks, Craig Thompson, Stephanie Teasley The second annual conference on Learning At Scale 2015 (L@S2015), Works in Progress track. Vancouver BC, March 14-15, 2015. Vancouver, BC.

Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities. Christopher Brooks, Caren Stalburg, Tawanna Dillahunt, Lionel Robert The second annual conference on Learning At Scale 2015 (L@S2015), Works in Progress track. Vancouver BC, March 14-15, 2015. Vancouver, BC.

Detecting and visualizing filter bubbles in Google and Bing. Tawanna Dillahunt, Christopher Brooks, S. Gulati Computer-Human Interaction Conference (CHI 2015), Works in Progress track. April 18-23, 2015. Seoul, Korea.

2014

Empirical evidence in support of gameful learning environments. Stephen Aguilar, Barry Fishman, & Caitlin Holman. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Moocshop 2014. Steven Lonn, Christopher Brooks, Zachary A. Pardos, Barry Peddycord III, Emily Schneider, Ido Roll, Ashley Shaw. Proceedings of the International Conference of the Learning Sciences, Vol. 3 (pp. 1961). Boulder, CO.

Model thinking: demographics and performance of mooc students unable to afford a formal education. Tawanna Dillahunt, Bingxin Chen, Stephanie Teasley. Proceedings of the First ACM Conference on Learning @ Scale (pp. 145-146). Atlanta, GA: ACM. DOI: 10.1145/2556325.2567851

Supporting Students’ Autonomy through Gameful Course Design. Stephen Aguilar, Stuart Karabenick, Barry Fishman, Caitlin Holman. Poster presented at the International Conference on Motivation. Helsinki, Finland

Understanding Massive Open Online Courses (MOOCs) as a Pathway to Employment for Low-Income Populations. Tawanna Dillahunt MOOC Research Initiative Final Report.

2013

Beyond Badges & Points: Gameful Assessment Systems for Engagement in Formal Education. Lucien Vattel, Tanner Higgen, Katerina Schenke, Lee Sheldon, Clayton Ewing, Barry Fishman, Stephen Aguilar, Caitlin Holman Symposium for Games+Learning+Society Conference 9.0. University of Wisconsin- Madison. Madison, WI.

Designing a Game-Inspired Learning Management System. Caitlin Holman, Barry Fishman, Stephen Aguilar Poster for Games+Learning+Society Conference 9.0. University of Wisconsin- Madison. Madison, WI.

GradeCraft: What Can We Learn From a Game-Inspired Learning Management System? Caitlin Holman, Stephen Aguilar, Barry Fishman Paper presented at the 3rd Learning Analytics and Knowledge Conference. Leuven, Belgium. LAK ’13 Proceedings of the Third International Conference on Learning Analytics and Knowledge, 260-264. doi: 10.1145/2460296.2460350

Leveling-Up: Evolving Game-Inspired University Course Design. Stephen Aguilar, Barry Fishman, Caitlin Holman Paper for Games+Learning+Society Conference 9.0. University of Wisconsin-Madison. Madison, WI.