Demographic Indicators Influencing Learning Activities in MOOCs: Learning Analytics of FutureLearn Courses

Big data and analytics for educational information systems, despite having gained researchers’ attention, are still in their infancy and will take years to mature. Massive open online courses (MOOCs), which record learner-computer interactions, bring unprecedented opportunities to analyse learner activities at a very fine granularity, using very large datasets. To date, studies have focused mainly on dropout and completion rates. This study explores learning activities in MOOCs against their demographic indicators. In particular, pre-course survey data and online learner interaction data collected from two MOOCs, delivered by the University of Warwick, in 2015, 2016, and 2017, are used, to explore how learnerdemographic indicatorsmay influence learner activities. Recommendations for educational information system development and instructional design, especially when a course attracts a diverse group of learners, are provided

Design Within Complex Environments: Collaborative Engineering in the Aerospace Industry

The design and the industrialization of an aircraft, a major component, or an aerostructure is a complex process. An aircraft like the Airbus A400M is composed of about 700,000 parts (excluding standard parts). The parts are assembled into aerostructures and major components, which are designed and manufactured in several countries all over the world. The introduction of new Product Lifecycle Management (PLM) methodologies, procedures and tools, and the need to reduce time-to-market, led Airbus Military to pursue new working methods to deal with complexity. Collaborative Engineering promotes teamwork to develop product, processes and resources from the conceptual phase to the start of the serial production. This paper introduces the main concepts of Collaborative Engineering as a new methodology, procedures and tools to design and develop an aircraft, as Airbus Military is implementing. To make a Proof of Concept (PoC), a pilot project, CALIPSOneo, was launched to support the functional and industrial design process of a medium size aerostructure. The aim is to implement the industrial Digital Mock-Up (iDMU) concept and its exploitation to create shop fl oor documentation

How is Learning Fluctuating? FutureLearn MOOCs Fine-Grained Temporal Analysis and Feedback to Teachers

Data-intensive analysis of massive open online courses (MOOCs) is popular. Researchers have been proposing various parameters conducive to analysis and prediction of student behaviour and outcomes in MOOCs, as well as different methods to analyse and use these parameters, ranging from statistics, to NLP, to ML, and even graph analysis. In this paper, we focus on patterns to be extracted, and apply systematic data analysis methods in one of the few genuinely large-scale data collection of 5 MOOCs, spread over 21 runs, on FutureLearn, a UK-based MOOCs provider, that, whilst offering a broad range of courses from many universities, NGOs and other institutions, has been less evaluated, in comparison to, e.g., its American counterparts. We analyse temporal quiz solving patterns; specifically, the less explored issue on how the first number of weeks of data predicts activities in the last weeks; we also address the classical MOOC question on the completion chance. Finally, we discuss the type of feedback a teacher or designer could receive on their MOOCs, in terms of fine-grained analysis of their material, and what personalisation could be provided to a student

Earliest Predictor of Dropout in MOOCs: A Longitudinal Study of FutureLearn courses

Whilst a high dropout rate is a well-known problem in MOOCs, few studies take a data-driven approach to understand the reasons of such a phenomenon, and to thus be in the position to recommend and design possible adaptive solutions to alleviate it. In this study, we are particularly interested in finding a novel early detection mechanism of potential dropout, and thus be able to intervene at an as early time as possible. Additionally, unlike previous studies, we explore a light-weight approach, based on as little data as possible – since different MOOCs store different data on their users – and thus strive to create a truly generalisable method. Therefore, we focus here specifically on the generally available registration date and its relation to the course start date, via a comprehensive, larger than average, longitudinal study of several runs of all MOOC courses at the University of Warwick between 2014-1017, on the less explored European FutureLearn platform. We identify specific periods where different interventions are necessary, and propose, based on statistically significant results, specific pseudo-rules for adaptive feedback

Gene Expression Profiles of the NCI-60 Human Tumor Cell Lines Define Molecular Interaction Networks Governing Cell Migration Processes

Although there is extensive information on gene expression and molecular interactions in various cell types, integrating those data in a functionally coherent manner remains challenging. This study explores the premise that genes whose expression at the mRNA level is correlated over diverse cell lines are likely to function together in a network of molecular interactions. We previously derived expression-correlated gene clusters from the database of the NCI-60 human tumor cell lines and associated each cluster with function categories of the Gene Ontology (GO) database. From a cluster rich in genes associated with GO categories related to cell migration, we extracted 15 genes that were highly cross-correlated; prominent among them were RRAS, AXL, ADAM9, FN14, and integrin-beta1. We then used those 15 genes as bait to identify other correlated genes in the NCI-60 database. A survey of current literature disclosed, not only that many of the expression-correlated genes engaged in molecular interactions related to migration, invasion, and metastasis, but that highly cross-correlated subsets of those genes engaged in specific cell migration processes. We assembled this information in molecular interaction maps (MIMs) that depict networks governing 3 cell migration processes: degradation of extracellular matrix, production of transient focal complexes at the leading edge of the cell, and retraction of the rear part of the cell. Also depicted are interactions controlling the release and effects of calcium ions, which may regulate migration in a spaciotemporal manner in the cell. The MIMs and associated text comprise a detailed and integrated summary of what is currently known or surmised about the role of the expression cross-correlated genes in molecular networks governing those processes

What primary care physicians need to know about attention-deficit hyperactivity disorder: A delphi of experts and a content analysis.

Attention-deficit hyperactivity disorder (ADHD) is a chronic neurobiological condition characterized by developmentally inappropriate attention, impulsivity, and, in some cases, hyperactivity. ADHD is a growing problem in the United States educational system with an estimated 3 to 5 percent of the school-aged population, or approximately 2 million children and adolescents affected. Substantial scientific research has been conducted to examine the effectiveness of stimulant medication as a treatment for ADHD. Little research, however, has been conducted to examine the preparedness of physicians to diagnose, treat, and monitor children with ADHD. This study determined what essential knowledge, attitudes, and skills primary care physicians need to effectively diagnose and treat ADHD in children and what, when, and how medical students at West Virginia University (WVU) School of Medicine receive instruction about ADHD. A Delphi of ADHD experts and a content analysis of the WVU curriculum were implemented. ADHD experts agreed upon a list of 43 items as essential knowledge, attitudes, and skills primary care physicians need. These included knowledge of the disorder, ability and willingness to communicate with other professionals, and full knowledge of medications. When the curriculum of WVU was examined it was found instruction occurs in three classes but there is no specifically defined ADHD curriculum. Based on the results, it was determined that training on ADHD should occur throughout the continuum of medical education from medical school to continuing medical education; the bulk of this training occurring during residency. At WVU a specifically defined ADHD curriculum spanning the various disciplines should be developed and implemented. To facilitate development of this ADHD curriculum, the list of essential knowledge, attitudes, and skills created by the expert Delphi panel should be used. Results of this study and other reviewed studies indicate the need for further research to more completely examine services provided by primary care physicians for children with ADHD

Advances in Information Systems Development: Methods, Tools and Management

This volume features a collection of papers on emerging concepts, significant insights, novel approaches and ideas in information systems development. It examines advances in information systems development in general, and their impact on the development of new methods, tools and management. The book draws on selected invited papers from the 26th International Conference on Information Systems Development (ISD) held in Larnaca, Cyprus, September 6 - 8, 2017. The revised and expanded papers present research that focuses on methods, tools and management in information systems development. These issues are significant as they provide the basis for organizations to identify new markets, support innovative technology deployment, and enable mobile applications to detect, sense, interpret and respond to the environment