is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University ... more is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University concurrently with a MA degree in Measurement, Statistics and Methodological Studies. He had research experiences in the areas of conceptual change of nave ideas about science, argumentation in computer supported learning environments, and video game design to support students' understanding of Newtonian mechanics. Muhsin is currently working under the supervision of Dr. Michelene Chi to develop and implement a classroom-based methodology with instructional materials, activities, and assessments by using a cognitive framework of differentiated overt learning activities for designing effective classroom instruction in materials science and engineering.
In massive open online courses (MOOCs), low barriers to registration attract large numbers of stu... more In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the inadequacy or insufficiency of conventional interpretations of four variables for quantitative analysis and reporting: enrollment, participation, curriculum, and achievement. Drawing from 230 million clicks from 154,763 registrants for a prototypical MOOC offering in 2012, the authors present new approaches to describing and understanding user behavior in this emerging educational context.
2020 IEEE Frontiers in Education Conference (FIE), 2020
This Innovation to Practice, Work-In-Progress Paper discusses efforts toward building a community... more This Innovation to Practice, Work-In-Progress Paper discusses efforts toward building a community for educational transformation in Higher Education led by the department of Open Learning at the Massachusetts Institute of Technology (MIT). MIT has a long history of implementing hands-on, science-based, problem-focused engineering education by working on authentic real-life problems. Within this context, sustainability has been and remains at the core of the MIT curriculum. In addition, Open Learning has a core mission to support educational transformation within the institution as well as around the world. In order for these goals to be fully achieved, institutional partnerships and global input are critical. In 2017 Open Learning, with support from Community Jameel, founded the Abdul Latif Jameel World Education Lab (J-WEL), a consortium of global members. Through J-WEL, MIT works with member organizations to promote excellence and transformation in education at MIT and worldwide. This paper focuses on the work taking place through one of three J-WEL subgroups, a collaborative focusing on higher education that is primarily composed of universities. By design, the J-WEL higher education collaborative members actively engage throughout the year via both online and in-person mechanisms. There are currently 20 higher education members who are working on 20 different goals regarding education transformation. Our future work includes building research partnerships between members through an innovation in education grant program, and assessing the outcomes of the collaboration facilitated by the consortium.
Author Jennifer DeBoer| Andrew D. Ho| Glenda S. Stump| Lori Breslow Journal EDUCATIONAL RESEARCHE... more Author Jennifer DeBoer| Andrew D. Ho| Glenda S. Stump| Lori Breslow Journal EDUCATIONAL RESEARCHER March 2014 vol. 43 no. 2 Abstract In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the inadequacy or insufficiency of conventional interpretations of four variables for quantitative analysis and reporting: enrollment, participation, curriculum, and achievement. Drawing from 230 million clicks from 154,763 registrants for a prototypical MOOC offering in 2012, the authors present new approaches to describing and understanding user behavior in this emerging educational context. Database Sage Journals...
Approximately 2000 secondary school teachers, many for the first time, experienced participating ... more Approximately 2000 secondary school teachers, many for the first time, experienced participating in a technology-enabled, practice-based, blended learning teacher professional development programme. A majority of the teachers work in schools situated in rural and remote locations, teaching students from socio-economically marginalised backgrounds. Thus far, the programme has enabled university-school linkages through the formation of teacher communities of practice and through certification courses. This chapter explores the teachers’ voices, experiences and changes in beliefs and practices through participating in the continuous professional development programme implemented at scale in the Indian context to evaluate the processes and argues that the integration of academic, administrative and policy goals at every level of the intervention is vital for sustaining teacher professional development quality at scale.
Misconceptions Regarding Emergent Phenomenon Vary By Domain Sarah K. Brem ([email protected]) Sc... more Misconceptions Regarding Emergent Phenomenon Vary By Domain Sarah K. Brem ([email protected]) School of Social and Family Dynamics, Mail Code 3701 Arizona State Univerity Tempe, AZ 85287-3701 Glenda S. Stump ([email protected]) School of Social and Family Dynamics, Mail Code 3701 Arizona State University Tempe, AZ 85287-3701 Gale M. Sinatra ([email protected]) Rossier School of Education, 3470 Trousdale Parkway University of Southern California Los Angeles, CA 90089 Raymond Reichenberg ( [email protected] ) Mary Lou Fulton Teacher's College, Mail Code 3151 Arizona State University Tempe, AZ 85287-3151 Benjamin Heddy ( [email protected] ) Rossier School of Education, 3470 Trousdale Parkway University of Southern California Los Angeles, CA 90089 Abstract central role in every scientific discipline. Color and convection are emergent phenomena, as are weather patterns, earthquakes, and the evolution of galaxies. The activities carried out by ant colonies, bee hives, and Ame...
Journal of Speech, Language, and Hearing Research, 2021
Purpose This study examined the psychometric properties of the Preschool Language Scales–Fifth Ed... more Purpose This study examined the psychometric properties of the Preschool Language Scales–Fifth Edition (PLS-5 English) among preschool children from low–socioeconomic status (SES) families. Method The PLS-5 was administered individually to 169 3- to 4-year-old children enrolled in Head Start programs. We carried out a Mokken scale analysis (MSA), which is a nonparametric item response theory analysis, to examine the hierarchy among items and the reliability of test scores of the PLS-5 Auditory Comprehension (AC) and Expressive Communication (EC) scales. Results The PLS-5 EC items retained a moderate Mokken scale with the inclusion of all the items. On the other hand, the PLS-5 AC items formed a moderate Mokken scale only with the exclusion of five unscalable items. The latent class reliability coefficients for the AC and the EC scale scores were both above .90. Several items that violated the invariant item ordering assumption were found for both scales. Conclusions MSA can be used ...
The shortage of skilled workers who can use robots is a crucial issue hampering the growth of man... more The shortage of skilled workers who can use robots is a crucial issue hampering the growth of manufacturing industries. We present a new type of workforce training system, TeachBot, in which a robotic instructor delivers a series of interactive lectures using graphics and physical demonstration of its arm movements. Furthermore, the TeachBot allows learners to physically interact with the robot. This new human-computer interface, integrating oral and graphical instructions with motion demonstration and physical touch, enables to create engaging training materials. Effective learning takes place when the learner simultaneously interacts with an embodiment of new knowledge. We apply this "Learning by Touching" methodology to teach basic concepts, e.g. how a shaft encoder and feedback control work. In a pilot randomized control test with a small number of human subjects, we find suggestive evidence that Learning by Touching enhances learning effectiveness in this robotic context for adult learners. Students whose learning experience included touching the robot as opposed to watching it delivers the lessons showed gains in their ability to integrate knowledge about robotics. The "touching" group showed statistically significant gains in self-efficacy, which is an important antecedent to further learning and successful use of new technologies, as well as gains in knowledge about robotic concepts that trend toward significance.
is currently a postdoctoral associate for education research at MIT's Teaching and Learning Labor... more is currently a postdoctoral associate for education research at MIT's Teaching and Learning Laboratory. She completed her doctoral work at Vanderbilt University in international education policy studies, focusing on engineering student access, equity, and success, and she completed her bachelor's degrees in mechanical engineering and foreign languages and literatures at MIT. Her research interests include the use of technology in education in low-income contexts and the structure of engineering training for local capacity building, currently focusing on online learning.
is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University ... more is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University concurrently with a MA degree in Measurement, Statistics and Methodological Studies. He had research experiences in the areas of conceptual change of nave ideas about science, argumentation in computer supported learning environments, and video game design to support students' understanding of Newtonian mechanics. Muhsin is currently working under the supervision of Dr. Michelene Chi to develop and implement a classroom-based methodology with instructional materials, activities, and assessments by using a cognitive framework of differentiated overt learning activities for designing effective classroom instruction in materials science and engineering.
We argue that local languages, coupled with modern pedagogy and technology, are necessary, though... more We argue that local languages, coupled with modern pedagogy and technology, are necessary, though not sufficient, ingredients for universal access to quality education. Our case study is Haiti, where French is the primary language of school instruction, though it is spoken by only a small percentage of the population, while Haitian Creole (aka 'Kreyòl'), the language fluently spoken by all Haitians in Haiti, is mostly excluded from the formal discourse and written documents that create and transmit knowledge (and power) in schools, courts, state offices, and so forth. We first describe the historical, political, linguistic, and sociocultural backgrounds to such impediments to quality education in Haiti. Then we present and analyze data that begin to answer these two questions: (i) What does change look like in complex postcolonial contexts, especially change in educators' attitudes toward the use of stigmatized languages (such as Kreyòl) in formal education? (ii) How can local languages such as Kreyòl serve to enhance the promotion and dissemination of modern pedagogy and technology for STEM education, and vice versa-namely, how can STEM education, in turn, serve to enhance the promotion of stigmatized languages such as Kreyòl?*
ICAP is a theory of active learning that differentiates students' engagement based on their b... more ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers' understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers' classroom implementation, (d) modes of students' enacted behaviors, and (e) students' learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more...
Proceedins of the Fourth International Conference on Learning Analytics And Knowledge - LAK '14, 2014
ABSTRACT The virtual classrooms of open online courses include students from a vast array of indi... more ABSTRACT The virtual classrooms of open online courses include students from a vast array of individual, social, economic, and educational contexts. Detailed data were collected for the first course MIT ran on the edX platform, including student behavior, performance, and background information. In this paper, we estimate the systematic differences in average performance, distribution of performance, and performance conditional on behaviors for countries with different characteristics (e.g., language, income).
2011 Frontiers in Education Conference (FIE), 2011
Calculus is essential to the engineering curriculum, though its value is not necessarily apparent... more Calculus is essential to the engineering curriculum, though its value is not necessarily apparent when the topics are first introduced to students. Our goal was to develop a series of interventions that credibly presented students with information about the utility of calculus topics through a 5-minute video segment. If successful, this intervention would provide instructors with a way to increase
MOOCs gather a rich array of click-stream information from students who interact with the platfor... more MOOCs gather a rich array of click-stream information from students who interact with the platform. However, without student background information, inferences do not take advantage of a deeper understanding of students' prior experiences, motivation, and home environment. In this poster, we investigate the predictive power of student background factors as well as student experiences with learning materials provided in the first MITx course, "Circuits and Electronics." We focus on a group of survey completers who were given background questions, and we use multiple regression methods to investigate the relationship between achievement, online resource use, and student background. Online course providers may be able to better tailor online experiences to students when they know how background characteristics mediate the online experience.
ABSTRACT The first edX course had over 150,000 students enrolled, which included registrants from... more ABSTRACT The first edX course had over 150,000 students enrolled, which included registrants from nearly every country in the world, bringing with them massive international diversity. These students were also diverse on a number of background characteristics. To augment the behavioral and geographical location data available from edX clickstream data, we gathered detailed individual background data for a subsample of students who completed an exit survey. Furthermore, we show that student performance varies significantly with some of these background characteristics. Our descriptive work highlights the important challenges that such a diverse classroom poses for instructors, course designers, and education researchers.
is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University ... more is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University concurrently with a MA degree in Measurement, Statistics and Methodological Studies. He had research experiences in the areas of conceptual change of nave ideas about science, argumentation in computer supported learning environments, and video game design to support students' understanding of Newtonian mechanics. Muhsin is currently working under the supervision of Dr. Michelene Chi to develop and implement a classroom-based methodology with instructional materials, activities, and assessments by using a cognitive framework of differentiated overt learning activities for designing effective classroom instruction in materials science and engineering.
In massive open online courses (MOOCs), low barriers to registration attract large numbers of stu... more In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the inadequacy or insufficiency of conventional interpretations of four variables for quantitative analysis and reporting: enrollment, participation, curriculum, and achievement. Drawing from 230 million clicks from 154,763 registrants for a prototypical MOOC offering in 2012, the authors present new approaches to describing and understanding user behavior in this emerging educational context.
2020 IEEE Frontiers in Education Conference (FIE), 2020
This Innovation to Practice, Work-In-Progress Paper discusses efforts toward building a community... more This Innovation to Practice, Work-In-Progress Paper discusses efforts toward building a community for educational transformation in Higher Education led by the department of Open Learning at the Massachusetts Institute of Technology (MIT). MIT has a long history of implementing hands-on, science-based, problem-focused engineering education by working on authentic real-life problems. Within this context, sustainability has been and remains at the core of the MIT curriculum. In addition, Open Learning has a core mission to support educational transformation within the institution as well as around the world. In order for these goals to be fully achieved, institutional partnerships and global input are critical. In 2017 Open Learning, with support from Community Jameel, founded the Abdul Latif Jameel World Education Lab (J-WEL), a consortium of global members. Through J-WEL, MIT works with member organizations to promote excellence and transformation in education at MIT and worldwide. This paper focuses on the work taking place through one of three J-WEL subgroups, a collaborative focusing on higher education that is primarily composed of universities. By design, the J-WEL higher education collaborative members actively engage throughout the year via both online and in-person mechanisms. There are currently 20 higher education members who are working on 20 different goals regarding education transformation. Our future work includes building research partnerships between members through an innovation in education grant program, and assessing the outcomes of the collaboration facilitated by the consortium.
Author Jennifer DeBoer| Andrew D. Ho| Glenda S. Stump| Lori Breslow Journal EDUCATIONAL RESEARCHE... more Author Jennifer DeBoer| Andrew D. Ho| Glenda S. Stump| Lori Breslow Journal EDUCATIONAL RESEARCHER March 2014 vol. 43 no. 2 Abstract In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the inadequacy or insufficiency of conventional interpretations of four variables for quantitative analysis and reporting: enrollment, participation, curriculum, and achievement. Drawing from 230 million clicks from 154,763 registrants for a prototypical MOOC offering in 2012, the authors present new approaches to describing and understanding user behavior in this emerging educational context. Database Sage Journals...
Approximately 2000 secondary school teachers, many for the first time, experienced participating ... more Approximately 2000 secondary school teachers, many for the first time, experienced participating in a technology-enabled, practice-based, blended learning teacher professional development programme. A majority of the teachers work in schools situated in rural and remote locations, teaching students from socio-economically marginalised backgrounds. Thus far, the programme has enabled university-school linkages through the formation of teacher communities of practice and through certification courses. This chapter explores the teachers’ voices, experiences and changes in beliefs and practices through participating in the continuous professional development programme implemented at scale in the Indian context to evaluate the processes and argues that the integration of academic, administrative and policy goals at every level of the intervention is vital for sustaining teacher professional development quality at scale.
Misconceptions Regarding Emergent Phenomenon Vary By Domain Sarah K. Brem ([email protected]) Sc... more Misconceptions Regarding Emergent Phenomenon Vary By Domain Sarah K. Brem ([email protected]) School of Social and Family Dynamics, Mail Code 3701 Arizona State Univerity Tempe, AZ 85287-3701 Glenda S. Stump ([email protected]) School of Social and Family Dynamics, Mail Code 3701 Arizona State University Tempe, AZ 85287-3701 Gale M. Sinatra ([email protected]) Rossier School of Education, 3470 Trousdale Parkway University of Southern California Los Angeles, CA 90089 Raymond Reichenberg ( [email protected] ) Mary Lou Fulton Teacher's College, Mail Code 3151 Arizona State University Tempe, AZ 85287-3151 Benjamin Heddy ( [email protected] ) Rossier School of Education, 3470 Trousdale Parkway University of Southern California Los Angeles, CA 90089 Abstract central role in every scientific discipline. Color and convection are emergent phenomena, as are weather patterns, earthquakes, and the evolution of galaxies. The activities carried out by ant colonies, bee hives, and Ame...
Journal of Speech, Language, and Hearing Research, 2021
Purpose This study examined the psychometric properties of the Preschool Language Scales–Fifth Ed... more Purpose This study examined the psychometric properties of the Preschool Language Scales–Fifth Edition (PLS-5 English) among preschool children from low–socioeconomic status (SES) families. Method The PLS-5 was administered individually to 169 3- to 4-year-old children enrolled in Head Start programs. We carried out a Mokken scale analysis (MSA), which is a nonparametric item response theory analysis, to examine the hierarchy among items and the reliability of test scores of the PLS-5 Auditory Comprehension (AC) and Expressive Communication (EC) scales. Results The PLS-5 EC items retained a moderate Mokken scale with the inclusion of all the items. On the other hand, the PLS-5 AC items formed a moderate Mokken scale only with the exclusion of five unscalable items. The latent class reliability coefficients for the AC and the EC scale scores were both above .90. Several items that violated the invariant item ordering assumption were found for both scales. Conclusions MSA can be used ...
The shortage of skilled workers who can use robots is a crucial issue hampering the growth of man... more The shortage of skilled workers who can use robots is a crucial issue hampering the growth of manufacturing industries. We present a new type of workforce training system, TeachBot, in which a robotic instructor delivers a series of interactive lectures using graphics and physical demonstration of its arm movements. Furthermore, the TeachBot allows learners to physically interact with the robot. This new human-computer interface, integrating oral and graphical instructions with motion demonstration and physical touch, enables to create engaging training materials. Effective learning takes place when the learner simultaneously interacts with an embodiment of new knowledge. We apply this "Learning by Touching" methodology to teach basic concepts, e.g. how a shaft encoder and feedback control work. In a pilot randomized control test with a small number of human subjects, we find suggestive evidence that Learning by Touching enhances learning effectiveness in this robotic context for adult learners. Students whose learning experience included touching the robot as opposed to watching it delivers the lessons showed gains in their ability to integrate knowledge about robotics. The "touching" group showed statistically significant gains in self-efficacy, which is an important antecedent to further learning and successful use of new technologies, as well as gains in knowledge about robotic concepts that trend toward significance.
is currently a postdoctoral associate for education research at MIT's Teaching and Learning Labor... more is currently a postdoctoral associate for education research at MIT's Teaching and Learning Laboratory. She completed her doctoral work at Vanderbilt University in international education policy studies, focusing on engineering student access, equity, and success, and she completed her bachelor's degrees in mechanical engineering and foreign languages and literatures at MIT. Her research interests include the use of technology in education in low-income contexts and the structure of engineering training for local capacity building, currently focusing on online learning.
is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University ... more is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University concurrently with a MA degree in Measurement, Statistics and Methodological Studies. He had research experiences in the areas of conceptual change of nave ideas about science, argumentation in computer supported learning environments, and video game design to support students' understanding of Newtonian mechanics. Muhsin is currently working under the supervision of Dr. Michelene Chi to develop and implement a classroom-based methodology with instructional materials, activities, and assessments by using a cognitive framework of differentiated overt learning activities for designing effective classroom instruction in materials science and engineering.
We argue that local languages, coupled with modern pedagogy and technology, are necessary, though... more We argue that local languages, coupled with modern pedagogy and technology, are necessary, though not sufficient, ingredients for universal access to quality education. Our case study is Haiti, where French is the primary language of school instruction, though it is spoken by only a small percentage of the population, while Haitian Creole (aka 'Kreyòl'), the language fluently spoken by all Haitians in Haiti, is mostly excluded from the formal discourse and written documents that create and transmit knowledge (and power) in schools, courts, state offices, and so forth. We first describe the historical, political, linguistic, and sociocultural backgrounds to such impediments to quality education in Haiti. Then we present and analyze data that begin to answer these two questions: (i) What does change look like in complex postcolonial contexts, especially change in educators' attitudes toward the use of stigmatized languages (such as Kreyòl) in formal education? (ii) How can local languages such as Kreyòl serve to enhance the promotion and dissemination of modern pedagogy and technology for STEM education, and vice versa-namely, how can STEM education, in turn, serve to enhance the promotion of stigmatized languages such as Kreyòl?*
ICAP is a theory of active learning that differentiates students' engagement based on their b... more ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers' understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers' classroom implementation, (d) modes of students' enacted behaviors, and (e) students' learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more...
Proceedins of the Fourth International Conference on Learning Analytics And Knowledge - LAK '14, 2014
ABSTRACT The virtual classrooms of open online courses include students from a vast array of indi... more ABSTRACT The virtual classrooms of open online courses include students from a vast array of individual, social, economic, and educational contexts. Detailed data were collected for the first course MIT ran on the edX platform, including student behavior, performance, and background information. In this paper, we estimate the systematic differences in average performance, distribution of performance, and performance conditional on behaviors for countries with different characteristics (e.g., language, income).
2011 Frontiers in Education Conference (FIE), 2011
Calculus is essential to the engineering curriculum, though its value is not necessarily apparent... more Calculus is essential to the engineering curriculum, though its value is not necessarily apparent when the topics are first introduced to students. Our goal was to develop a series of interventions that credibly presented students with information about the utility of calculus topics through a 5-minute video segment. If successful, this intervention would provide instructors with a way to increase
MOOCs gather a rich array of click-stream information from students who interact with the platfor... more MOOCs gather a rich array of click-stream information from students who interact with the platform. However, without student background information, inferences do not take advantage of a deeper understanding of students' prior experiences, motivation, and home environment. In this poster, we investigate the predictive power of student background factors as well as student experiences with learning materials provided in the first MITx course, "Circuits and Electronics." We focus on a group of survey completers who were given background questions, and we use multiple regression methods to investigate the relationship between achievement, online resource use, and student background. Online course providers may be able to better tailor online experiences to students when they know how background characteristics mediate the online experience.
ABSTRACT The first edX course had over 150,000 students enrolled, which included registrants from... more ABSTRACT The first edX course had over 150,000 students enrolled, which included registrants from nearly every country in the world, bringing with them massive international diversity. These students were also diverse on a number of background characteristics. To augment the behavioral and geographical location data available from edX clickstream data, we gathered detailed individual background data for a subsample of students who completed an exit survey. Furthermore, we show that student performance varies significantly with some of these background characteristics. Our descriptive work highlights the important challenges that such a diverse classroom poses for instructors, course designers, and education researchers.
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Papers by Glenda Stump