Discovering Interaction Patterns in Online Learning Environments: A Learning Analytics Research. EPFL, Lausanne, 2018..
Discovery and Temporal Analysis of Latent Study Patterns from MOOC Interaction Sequences. 8th International Learning Analytics and Knowledge Conference (LAK18), Sydney, Australia, 2018..
Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines, in Teaching & Learning Inquiry, vol. 5, num. 2Indiana Univ Press, Bloomington, 2017..
Exploring students learning approaches in MOOCs. , 2017..
Unsupervised extraction of students navigation patterns on an EPFL MOOC. , 2017..
FROG: rapid prototyping of collaborative learning scenarios. EC-TEL, Tallinn, 2017..
Contextualizing the co-creation of artefacts within the nested social structure of a collaborative MOOC. EC-TEL, Tallinn, 2017..
Optimized scripting in Massive Open Online Courses. Dariah Teach, Université de Lausanne, Switzerland, 2017..
A principled approach to the design of collaborative MOOC curricula. Fifth European MOOCs Stakeholder Summit, Madrid, Spain, 2017..
Orchestration Graphs. EPFL Press, Lausanne, 2015..
Orchestration Graphs: Enabling Rich Social Pedagogical Scenarios in MOOCs. Learning at Scale, Boston, Massachusetts, USA, 2017..
Smart Environments and Analytics on Video-Based Learning. 6th International Conference on Learning Analytics and Knowledge (LAK), Univ Edinburgh, Edinburgh, SCOTLAND, 2016..
A Tutorial on Machine Learning in Educational Science. 2nd International Conference on Smart Learning Environments (ICSLE), Univ Craiova, Sinaia, ROMANIA, 2016..
Semiautomatic Annotation of MOOC Forum Posts. 2nd International Conference on Smart Learning Environments (ICSLE), Univ Craiova, Sinaia, ROMANIA, 2016..
From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale. , 2016..
Dynamics of MOOC Discussion Forums. 7th International Learning Analytics and Knowledge Conference (LAK17), Vancouver, British Colombia, Canada, 2017..
Shaping learners’ attention in Massive Open Online Courses, in Revue internationale des technologies en pédagogie universitaire, vol. 12, num. 1-2, p. 52-61, 2016..
On generalizability of MOOC models. 9th International Conference on Educational Data Mining, Raleigh, North Carolina, USA., 2016..
Visual Augmentation of Deictic Gestures in MOOC Videos. 12th International Conference of the Learning Sciences, Singapore, 2016..
Displaying Teacher’s Gaze in a MOOC: Effects on Students’ Video Navigation Patterns. 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, 2015..
A gaze-based learning analytics model: in-video visual feedback to improve learner’s attention in MOOCs. Sixth International Conference on Learning Analytics & Knowledge, Edinburgh, United Kingdom, 2016..
MOOC Adventures in Signal Processing, in IEEE Signal Processing – July 2016, p. 62-83Ieee-Inst Electrical Electronics Engineers Inc, Piscataway, 2016..
Perceiving learning at a glance: A systematic literature review of learning dashboard research, in IEEE Transactions on Learning Technologies, vol. 10, num. 1, p. 30-41, 2017..
The Evolution of Research on Digital Education, in International Journal Of Artificial Intelligence In Education, vol. 26, num. 2, p. 544-560Springer, New York, 2016..
Semi-Markov model for simulating MOOC students. 9th International Conference on Educational Data Mining, Raleigh, USA, 2016..
How employment constrains participation in MOOCs?. 9th International Conference on Educational Data Mining, Raleigh, USA, 2016..
How to quantify student’s regularity?. 11th European Conference on Technology Enhanced Learning, Lyon, France, 2016..
Towards Predicting Success in MOOCs: Programming Assignments. EMOOCs 2016 Conference, Graz, Austria, 2016..
The complications of the orchestration clock, in From Books to MOOCs? Emerging Models of Learning and Teaching in Higher Education, 2016..
Augmenting Collaborative MOOC Video Viewing with Synchronized Textbook. 15th IFIP TC.13 International Conference on Human-Computer Interaction (INTERACT), Bamberg, GERMANY, 2015..
Augmenting Learning Activities with Contextual Information Scent. EPFL, Lausanne, 2015..
Supporting Teacher Decision-Making Through Appropriate Feedback, in Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans, p. 21-24Springer, Heidelberg, 2016..
Gaze Analysis methods for Learning Analytics. EPFL, Lausanne, 2015..
A tutorial on machine learning in educational science. International Workshop of Smart Environments and Analytics on Video-Based Learning ([email protected]), Sinaia, Romania, 2015..
Semi-automatic annotation of MOOC forum posts. 8th International Workshop on Social and Personal Computing for Web-Supported Learning Communities (SPeL 2015), Sinaia, Romania, 2015..
Conscientious Behaviour, Flexibility and Learning in Massive Open On-Line Courses. World Conference on Educational Sciences, Malta, 2015..
MOOC Video Interaction Patterns: What Do They Tell Us?. 10th European Conference on Technology Enhanced Learning, Toledo, Spain, 2015..
Augmenting Collaborative MOOC Video Viewing with Synchronized Textbook. The 15th IFIP International Conference on Human-Computer Interaction – INTERACT 2015, Bamberg, Germany, 2015..
Capturing “attrition intensifying” structural traits from didactic interaction sequences of MOOC learners. 2014 Empirical Methods in Natural Language Processing Workshop on Modeling Large Scale Social Interaction in Massively Open Online Courses, Doha, Qatar, 2014..
Displaying Teacher’s Gaze in a MOOC: Effects on Students’ Video Navigation Patterns. 10th European Conference on Technology Enhanced Learning, Toledo, Spain, 2015..
Blending a MOOCs with interactive teaching. FIG Working Week 2015, Sofia, Bulgaria, 2015..
How Do In-video Interactions Reflect Perceived Video Difficulty?. 3rd European MOOCs Stakeholders Summit, Mons, Belgium, 2015..
Looking AT versus Looking THROUGH: A Dual Eye-tracking study in MOOC Context. Computer Supported Collaborative Learning, Gothenburg, Sweden, 2015..
Eye-tracking perspectives of students’ learning trough MOOCs, submitted in International Journal of Technology in Higher Education.
Automatic remote correcting system for MOOCS. Education and Research Conference (EDERC), 2014, Milano, Italy, 2014..
Massive Open Online Courses: Current State and Perspective. Manifesto from Dagstuhl Perspectives Workshop 14112, Dagstuhl, Germany, 2014..
Your click decides your fate: Inferring Information Processing and Attrition Behavior from MOOC Video Clickstream Interactions. 2014 Empirical Methods in Natural Language Processing Workshop on Modeling Large Scale Social Interaction in Massively Open Online Courses, Doha, Qatar, 2014..
“With-me-ness”: A gaze-measure for students’ attention in MOOCs. INTERNATIONAL CONFERENCE OF THE LEARNING SCIENCES, Boulder, Colorado, USA, 2014..
How Students Learn using MOOCs: An Eye-tracking Insight. EMOOCs 2014, the Second MOOC European Stakeholders Summit, Lausanne, 2014..
A Preparatory Analysis of Peer-Grading for a Digital Humanities MOOC. Digital Humanities 2014, Lausanne, 2014..
Analysis and Design of Large-scale Online Classes. , 2014..
Watching MOOCs together: investigating co-located MOOC study groups, in Distance Education, vol. 35, num. 2, p. 217-233Routledge Journals, Taylor & Francis Ltd, Abingdon, 2014..
MOOC Learning in Spontaneous Study Groups: Does Synchronously Watching Videos Make a Difference?. EMOOCs 2014, the Second MOOC European Stakeholders Summit, Lausanne, Switzerland, 2014..
MOOCs are More Social than You Believe. eLearning Papers, Barcelona, Spain, 2013..
Functional Programming For All! Scaling a MOOC for Students and Professionals Alike. 36th International Conference on Software Engineering (ICSE’14) SEET Track, Hyderabad, India, 2014..