Publications

Quintana, R. M., Pinto, J. D., & Tan, Y. (2021, April). What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms. American Educational Research Association, Online. https://drive.google.com/file/d/1ss2hSIdr_nXd_tcp9x47uxcZ5ad3ybr8/view?usp=sharing
Pinto, J. D., Quintana, C., & Quintana, R. M. (2021, April). Exploring How Learners Integrate Personally Meaningful Issues in a Project-Based MOOC. American Educational Research Association, Online. https://drive.google.com/file/d/1XsxSG7BVqllQzJYCx1jQnMIKiVnDY82Y/view?usp=sharing
Fortman, J., Quintana, R. M., Chandler, C. B., & Tan, Y. (2021, April). Becoming a Professional Learning Designer: Modeling Concept Relations in a Playable Case Study. American Educational Research Association, Online. https://drive.google.com/file/d/1GDtxK5mMDQKiqvNBuuDuKm3Bmaek8-NK/view?usp=sharing
Chandler, C. B., Quintana, R. M., Fortman, J., & Tan, Y. (2021, April). Playing the Case: A Self-Study of the Implementation of an Online, Asynchronous Professional Learning Experience Design Simulation. American Educational Research Association, Online. https://drive.google.com/file/d/1eQGNfyXIYQC-lYZ2ivfs4qGGrXawAQWe/view?usp=sharing
Quintana, R. M., & Tan, Y. (2021). Visualizing Course Structure: Using Course Composition Diagrams to Reflect on Design. TechTrends. https://doi.org/10.1007/s11528-021-00592-x
Reeves, S. M., & Crippen, K. J. (2021). Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019. Journal of Science Education and Technology, 30(1), 16–30. https://doi.org/10.1007/s10956-020-09866-0
Hayward, C., Schulz, K., & Fishman, B. (2021). Who wins, who learns? Exploring gameful pedagogy as a technique to support student differences. Proceedings of the 11th International Conference on Learning Analytics and Knowledge, 7. https://doi.org/10.1145/3448139.3448198
Evrard, A. E., Schulz, K., & Hayward, C. (2021). How Did You Get that A? Selectivity’s Role in Rising Undergraduate Grades at a Large Public University. Proceedings of the 11th International Conference on Learning Analytics and Knowledge, 7. https://doi.org/10.1145/3448139.3448199
Matz, R. L., Schulz, K. W., Hanley, E. N., Derry, H. A., Hayward, B. T., Koester, B. P., Hayward, C., & McKay, Timothy A. (2021). Analyzing the Efficacy of ECoach in Supporting Gateway Course Success Through Tailored Support. Proceedings of the 11th International Conference on Learning Analytics and Knowledge, 10. https://doi.org/10.1145/3448139.3448160
Roche Allred, Z. D., Farias, A. J., Kararo, A. T., Parent, K. N., Matz, R. L., & Underwood, S. M. (2021). Students’ use of chemistry core ideas to explain the structure and stability of DNA. Biochemistry and Molecular Biology Education, 49(1), 55–68. https://doi.org/10.1002/bmb.21391
Quintana, R., & Fortman, J. (2020). Exploring the Experience of Students Who Take on Alternative Viewpoints Within a Role-Based Simulation. Interdisciplinarity in the Learning Sciences, 286–293. https://doi.org/10.22318/icls2020.286
Quintana, R. M., Hearn, C. S., Peurach, D., & Gabriele, K. (2020). Self-directed, community-supported Learning in Practice: A Case of Elevated Support. In W. Lesley & B. Clare (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp. 312–333). IGI Global. https://drive.google.com/file/d/16Uy1z7W8qqqPoeH5zqu3FTOhgpzyuB4b/view?usp=sharing
Quintana, R. M., Quintana, C., Fortman, J., & Gerber, E. R. (2020). ViewPoint: Student Experiences with Technology Supporting Role-Based Educational Simulations. Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1–7. https://doi.org/10.1145/3334480.3383086
Quintana, R. M., Tan, Y., Wing, L., & Sohn, J. (2020). Developing a MOOC Series: Pedagogical Considerations for Learning Designers. American Educational Research Association, conference canceled. https://drive.google.com/file/d/1ygPLuyOSaeRJwZTjH04GSzD_V08ZvKKj/view?usp=sharing
Tan, Y., Quintana, R. M., & Sohn, J. (2020). Cross-platform Engagement in MOOCs: Understanding Learner Audiences on Two Course Delivery Platforms. American Educational Research Association, conference canceled. https://drive.google.com/file/d/1lm7s72SJTLJh-G7MCvmb3h5cxTjGagwJ/view?usp=sharing
Hayward, C., & Fishman, B. (2020). Gameful Learning: Designing with Motivation in Mind. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences (Vol. 2, pp. 1007–1014). International Society of the Learning Sciences, Inc. https://doi.org/10.22318/icls2020.1007
Chandler, C. B., Quintana, R. M., Tan, Y., & Yang, N. (2020). Diversity, Equity, and Inclusion in MOOCs: Mapping Goals from Proposal to Design. American Educational Research Association, conference canceled. https://ai.umich.edu/wp-content/uploads/2020/06/Diversity-Equity-Inclusion-in-MOOCs-AERA-2020-1.pdf
Quintana, R. M., Haley, S. R., Magyar, N., & Tan, Y. (2020). Integrating Learner and User Experience Design: A Bidirectional Approach. In M. Schmidt, A. A. Tawfik, I. Jahnke, & Y. Earnshaw (Eds.), Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology. EdTech Books. https://edtechbooks.org/ux/integrating_lxd_and_uxd
Quintana, R. M., & Tan, Y. (2019). Characterizing MOOC Pedagogies: Exploring Tools and Methods for Learning Designers and Researchers. Online Learning, 23(4), 62–84. https://doi.org/10.24059/olj.v23i4.2084
Quintana, R. M., & Tan, Y. (2019). MOOC Replication Across Platforms: Considerations for Design Team Decision-Making and Process. European Review of Online and Distributed Learning. https://res.cloudinary.com/owlstown/image/upload/v1578364000/sites/MPMwWQBSBjSKQ7kg5m97q1kf/publication-pdf-h8zx4aqzDt66PxPyzdx527Lw.pdf
Sun, K., Mhaidli, A. H., Watel, S., Brooks, C. A., & Schaub, F. (2019). It’s My Data! Tensions Among Stakeholders of a Learning Analytics Dashboard. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–14. https://doi.org/10.1145/3290605.3300824
Quintana, R. M., Brooks, C., Smothers, C., & Tan, Y. (2019). Engaging MOOC Learners in the Creation of Data Science Problems. 8. https://doi.org/10.302/1445849
Lin, Y., Dowell, N., Godfrey, A., Choi, H., & Brooks, C. (2019). Modeling gender dynamics in intra and interpersonal interactions during online collaborative learning. Proceedings of the Ninth International Conference on Learning Analytics and Knowledge, 431–435. https://doi.org/10.1145/3303772.3303837
Yan, W., Dowell, N., Holman, C., Welsh, S. S., Choi, H., & Brooks, C. (2019). Exploring Learner Engagement Patterns in Teach-Outs Using Topic, Sentiment and On-topicness to Reflect on Pedagogy. Proceedings of the Ninth International Conference on Learning Analytics and Knowledge, 180–184. https://doi.org/10.1145/3303772.3303836
Tan, Y., & Quintana, R. M. (2019, March). What Can We Learn About Learner Interaction When One Course is Hosted on Two MOOC Platforms? Proceedings of the Ninth International Conference on Learning Analytics and Knowledge. https://drive.google.com/file/d/1M6HWkJe8stgJTX5rzGylN1ko4zIhgyQJ/view?usp=sharing
Aurbach, E. L., Prater, K. E., Cloyd, E. T., & Lindenfeld, L. (2019). Foundational Skills for Science Communication: A Preliminary Framework [White Paper]. Retrieved from the University of Michigan. https://doi.org/10.3998/2027.42/150489
Andrzejewski, C. E., Wolf, S., Straub, E. T., & Parson, L. (2019). Facilitating Student Empowerment and Agency Through the “Scaffolded Autonomy” Approach to Curriculum Design. In G. I. E. Strohschen & K. Lewis (Eds.), Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education (pp. 76–109). IGI Global. https://doi.org/10.4018/978-1-5225-8488-9
Dowell, N., Lin, Y., Godfrey, A., & Brooks, C. (2019). Promoting Inclusivity Through Time-Dynamic Discourse Analysis in Digitally-Mediated Collaborative Learning. In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren, & R. Luckin (Eds.), Artificial Intelligence in Education (pp. 207–219). Springer International Publishing. https://doi.org/10.1007/978-3-030-23204-7_18
Sun, K., Brooks, C., Mhaidli, A. H., Schaub, F., & Watel, S. (2018, August). Taking Student Data for Granted? A Multi-Stakeholder Privacy Analysis of a Learning Analytics System. Symposium on Usable Privacy and Security, Baltimore, MD, USA. https://www.usenix.org/sites/default/files/soups2018posters-sun.pdf
Brooks, C., Gardner, J., & Chen, K. (2018). How Gender Cues in Educational Video Impact Participation and Retention. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3). International Society of the Learning Sciences, Inc. https://doi.org/10.22318/cscl2018.1835
Quintana, R. M., Brooks, C., Smothers, C. V., Tan, Y., Yao, Z., & Kulkarni, C. (2018). Mentor Academy: Engaging Global Learners in the Creation of Data Science Problems for MOOCs. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3). International Society of the Learning Sciences, Inc. https://drive.google.com/file/d/1OLeCYHQZA2HLIHU-YoGEKSJYgB2ambdk/view?usp=sharing
Gardner, J., Brooks, C., Andres, J. M., & Baker, R. (2018). Replicating MOOC predictive models at scale. Proceedings of the Fifth Annual ACM Conference on Learning at Scale, 1–10. https://doi.org/10.1145/3231644.3231656
Gardner, J., & Brooks, C. (2018). Student success prediction in MOOCs. User Modeling and User-Adapted Interaction, 28(2), 127–203. https://doi.org/10.1007/s11257-018-9203-z
Quintana, R. M., Tan, Y., Gabriele, K., & Korf, N. (2018). “It’s Just that Visceral”: Eliciting Design Insight Using Beaded Representations of Online Course Structure. Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, 1–6. https://doi.org/10.1145/3170427.3188650
Poquet, O., Dowell, N., Brooks, C., & Dawson, S. (2018). Are MOOC forums changing? Proceedings of the Eighth International Conference on Learning Analytics and Knowledge, 340–349. https://doi.org/10.1145/3170358.3170416
Sun, K., Brooks, C., Mhaidli, A. H., Schaub, F., & Watel, S. (2018). Taking Student Data for Granted? A Multi-Stakeholder Privacy Analysis of a Learning Analytics System. The 11th International Conference on Educational Data Mining, Buffalo, NY, USA. https://drive.google.com/file/d/1G4olH0k9g1xVklXrI8piClqXWtLB4jcm/view
Quintana, R. M., Tan, Y., & Korf, N. (2018). Visualizing course structure: Using course composition diagrams to reflect on design. American Educational Research Association, New York, NY, USA. https://doi.org/10.3102/1319973
Quintana, R. M., Haley, S. R., Levick, A., Holman, C., Hayward, B., & Wojan, M. (2017). The Persona Party: Using Personas to Design for Learning at Scale. Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems, 933–941. https://doi.org/10.1145/3027063.3053355
Gardner, J., & Brooks, C. (2017). A Statistical Framework for Predictive Model Evaluation in MOOCs. Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale, 269–272. https://doi.org/10.1145/3051457.3054002
Dowell, N. M. M., Brooks, C., Kovanović, V., Joksimović, S., & Gašević, D. (2017). The Changing Patterns of MOOC Discourse. Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale, 283–286. https://doi.org/10.1145/3051457.3054005
Gardner, J., Onuoha, O., & Brooks, C. (2017). Integrating syllabus data into student success models. Proceedings of the Seventh International Conference on Learning Analytics and Knowledge, 586–587. https://doi.org/10.1145/3027385.3029473
Brooks, C., Quintana, R., & Liang, H. (2017). Engaging MOOC Learners as Lifelong Collaborators. Proceedings of the Seventh International Conference on Learning Analytics and Knowledge, 5. https://doi.org/https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf
Kizilcec, R., & Brooks, C. (2017). Diverse Big Data and Randomized Field Experiments in Massive Open Online Courses. In C. Lang, G. Siemens, A. Wise, & D. Gasevic (Eds.), Handbook of Learning Analytics (First, pp. 211–222). Society for Learning Analytics Research (SoLAR). https://doi.org/10.18608/hla17
Brooks, C., & Thompson, C. (2017). Predictive Modeling in Teaching and Learning. In C. Lang, G. Siemens, A. Wise, & D. Gasevic (Eds.), Handbook of Learning Analytics (1st ed., pp. 61–68). Society for Learning Analytics Research (SoLAR).
Hilton, J., & DeVaney, J. (2016). Strategic decision-making in an emergent world. In G. Otte & M. Goldstein (Eds.), Change We Must: Deciding the Future of Higher Education. RosettaBooks.
Dillahunt, T. R., Brooks, C. A., & Gulati, S. (2015). Detecting and Visualizing Filter Bubbles in Google and Bing. Proceedings of the 33rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems, 1851–1856. https://doi.org/10.1145/2702613.2732850
Brooks, C., Chavez, O., Tritz, J., & Teasley, S. (2015). Reducing selection bias in quasi-experimental educational studies. Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, 295–299. https://doi.org/10.1145/2723576.2723614
Brooks, C., Thompson, C., & Teasley, S. (2015). A time series interaction analysis method for building predictive models of learners using log data. Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, 126–135. https://doi.org/10.1145/2723576.2723581
Holman, C., Aguilar, S. J., Levick, A., Stern, J., Plummer, B., & Fishman, B. (2015). Planning for success: how students use a grade prediction tool to win their classes. Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, 260–264. https://doi.org/10.1145/2723576.2723632
Brooks, C., Stalburg, C., Dillahunt, T., & Robert, L. (2015). Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities. Proceedings of the Second (2015) ACM Conference on Learning @ Scale, 241–244. https://doi.org/10.1145/2724660.2728667