- July 2017: Claudia Hauff gave an invited talk at the Education in exponential times workshop in Madrid. The slides are available on Slideshare.
- July 2017: Guanliang Chen gave a keynote talk in the Doctoral Student Forum on MOOC Research at Peking University, Beijing, China. The slides are available on Slideshare.
- May 2017: Claudia Hauff has been awarded an NWO VIDI Grant for her proposal on search as learning. This personal grant funds 2 PhD positions and one postdoc position. Vacancies will be announced in late summer/early fall of 2017.
- May 2017: Felipe Moraes joins our lab as a PhD student working on the LACrOSSE project
- April, 2017: Two submissions to the Technology-Enhanced Adaptive Learning track at UMAP 2017 co-written by members of the Lambda-Lab were accepted at UMAP 2017: Measuring student behaviour dynamics in a large interactive classroom setting (in collaboration with researchers from Lugano) was accepted as full paper; Certificate Achievement Unlocked: Exploring MOOC Learners' Behaviour Before & After Passing was accepted as a late-breaking result paper.
- March 31, 2017: Lambda-Lab was the host of the Delft Data Science Seminar on Online Education. Speakers were Marcus Specht (Open University), Justin Reich (MIT) and Jacob Whitehill (WPI).
- March 2017: Two publications at LAK '17 came out of the Lambda-Lab; a full paper (in collaboration with René Kizilcec) entitled Follow the Successful Crowd: Raising MOOC Completion Rates through Social Comparison at Scale (slides available here) and a poster entitled Buying Time: Enabling Learners to become Earners with a Real-World Paid Task Recommender System (in collaboration with Markus Krause). In addition, Lambda-Lab's Dan Davis and Guanliang Chen co-organised a Workshop on Integrated Learning Analytics of MOOC Post-Course Development at LAK.
- January 2017 Dan Davis presented our research on interventions facilitating social comparison in MOOCs at the Massachusetts Institute of Technology (MIT) STEP Lab in the Office of Digital Learning
- November 2016 Claudia Hauff has been awarded an NWO Top Grant for her proposal on large-scale collaborative search. This personal grant funds one 4-year PhD position. Details on the project can be found in her blog.
The Online Education Research program at TU Delft targets the elements of online education that align with Delft research strengths and allow us to support the next generation of online education - not just in Delft (as EdX partner we are at the forefront of the current drive towards MOOCs), but beyond. With bringing education online and doing so at unprecedented scales, the role of technology in online education and its research is showing a paradigm shift. The nature and volume of learning data, the interaction between students and educators, and the interaction between all stakeholders in education change, and as a consequence the relevant research becomes more data-driven and computational.
We as "Lambda-Lab" (part of the Web Information Systems group) contribute to this research effort. Analyzing the large amount of digital traces learners leave within and outside the online learning environment such as EdX offers the possibility to adapt the environment itself, the teaching material and the manner of conveying knowledge to the individual learners' abilities and preferences. Relying on research methodologies developed across diverse fields such as human-centered design, data science, Web engineering, information retrieval and big data processing, we focus on four main research lines:
- Beyond the MOOC platform: enriching large-scale online learning through external data sources.
- Within the MOOC platform: enriching large-scale online learning through MOOC environment adaptations.
- Search as learning: enriching large-scale online learning through search-based adaptations as search is an important compontent of the learning process.
- Data analytics in the classroom: enriching the students’ and teachers’ experience in the traditional classroom. This research line is not focused on Massive Open Online Learning, but instead the more traditional higher-education classroom.
Several researchers of the WIS group contribute to this research line:
- Claudia Hauff is an Assistant Professor at WIS and the lab leader of Lambda-Lab. She is the daily supervisor of all MSc and PhD projects within this research line. Contact her via email@example.com with any questions about Lambda-Lab.
- Guanliang Chen: the focus of his PhD research is learner analytics beyond the MOOC platform, funded by TU Delft's Extension School.
- Dan Davis' PhD research is centered around the impact of the online learning environment on learners and learning, funded as part of CEL.
- Yue Zhao employs data analytics to make sense of MOOC learners' behaviour.
- Felipe Moraes is financed by NWO (TOP2 grant) and works on collaborative search questions in the setting of MOOCs.
- Geert-Jan Houben is the head of WIS and provides expertise in user modeling and Web systems.
as well as a number of Master students:
- Ioana Jivet explored how to increase self-regulation in MOOC learners through the use of an interactive learning tracker. She defended her thesis in September 2016. Currently, Ioana is working as a PhD student at the Welten-instituut. Her thesis work contributed to a full paper at LAK 2017.
- Yingying Bao investigated the prevalence of cheating in MOOCs. She defended her thesis in February 2017. Her thesis work contributed to a short paper at EDM 2017.
- Jochem de Goede works on a workbench to increase the reproducibility of MOOC experiments.
- Sambit Praharaj collaborates with researchers from Lugano to bring data analytics to the higher-education classroom. His thesis work contributed to a full paper at UMAP 2017.
We also actively collaborate on projects/papers with external researchers:
- Vassileios Triglianos and Cesare Pautasso, University of Lugano.
- Tarmo Robal, Tallinn University of Technology (currently in Delft on a 3-months visit to Lambda-Lab).
- René Kizilcec, Stanford University.
- Markus Krause, ICSI Berkeley.
To get a quick overview of the kind of questions we have looked at in the past year(s), take a look at the slides, they capture the essence of our approach and each of our publications in 1-2 slides (check the speaker notes as well for more insights).
**** Where are they? ****
- Zhao, Y., Lofi, C., & Hauff, C. (2017, September). Scalable Mind-Wandering Detection for MOOCs: A Webcam-Based Approach. In Proceedings of the 12th European Conference on Technology Enhanced Learning. Accepted as a full paper.
- Bao, Y., Chen, G., & Hauff, C. (2017, June). On the prevalence of multiple-account cheating in massive open online learning. In Proceedings of the 10th International Conference on Educational Data Mining. Accepted as a short paper.
- Triglianos, V., Praharaj, S., Pautasso, C., Bozzon, A., & Hauff, C. (2017, July). Measuring student behaviour dynamics in a large interactive classroom setting. In Proceedings of the 25th Conference on User Modeling, Adaptation and Personalization. Accepted as full paper.
- Zhao, Y., Davis, D., Chen, G., Lofi, C., Hauff, C., & Houben, G.J. (2017, July). Certificate Achievement Unlocked: Exploring MOOC Learners' Behaviour Before & After Passing. In Proceedings of the 25th Conference on User Modeling, Adaptation and Personalization. Accepted as late-breaking results paper.
- Pardos, Z., Tang, S., Davis, D., Le, C. V. (2017, April). Enabling Real-Time Adaptivity in MOOCs with a Personalized Next-Step Recommendation Framework. In Proceedings of the 4th Annual ACM Conference on Learning at Scale.
- Davis, D., Jivet, I., Kizilcec, R., Chen, G., Hauff, C. & Houben, G.J. (2017, March). Follow the Successful Crowd: Raising MOOC Completion Rates through Social Comparison at Scale. In Proceedings of the 7th International Conference on Learning Analytics and Knowledge.
- Chen, G., Davis, D., Krause, M., Hauff, C. & Houben, G.J. (2017, March). Buying Time: Enabling Learners to become Earners with a Real-World Paid Task Recommender System. In Proceedings of the 7th International Conference on Learning Analytics and Knowledge. (accepted as poster paper)
- Chen, G., Davis, D., Krause, M., Aivaloglou, E., Hauff, C. & Houben, G.J. (2016, September). Can Learners be Earners? Investigating a Design to Enable MOOC Learners to Apply their Skills and Earn Money in an Online Market Place. In IEEE Transactions on Learning Technologies (accepted as regular article).
- Triglianos, V., Pautasso, C., Bozzon, A., Hauff, C. (2016, September). Inferring student attention with ASQ. In Proceedings of the 11th European Confernece on Technology Enhanced Learning (pp. 306-320). [Proceedings link]
- Davis, D., Chen, G., van der Zee, T., Hauff, C. & Houben, G.J. (2016, September). Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-Regulated Learning Strategies at Scale. In Proceedings of the 11th European Confernece on Technology Enhanced Learning (pp. 57-71). It received the Best Student Paper Award. [Proceedings link]
- Davis, D., Chen, G., Hauff, C. & Houben, G.J. (2016, June). Gauging MOOC Learners’ Adherence to the Designed Learning Path. In Proceedings of the 9th International Conference on Educational Data Mining (pp. 54-61). [Proceedings link]
- Chen, G., Davis, D., Hauff, C. & Houben, G.J. (2016, July). On the Impact of Personality in Massive Open Online Learning. In Proceedings of the 24th Conference on User Modeling, Adaptation and Personalization (pp. 121-130). [Proceedings link]
- Chen, G., Davis, D., Lin, J., Hauff, C. & Houben, G.J. (2016, May). Beyond the MOOC platform: Gaining Insights about Learners from the Social Web. In Proceedings of the 8th International ACM Web Science Conference (pp. 15-24). ACM. [Proceedings link]
- Chen, G., Davis, D., Hauff, C., & Houben, G. J. (2016, April). Learning Transfer: Does It Take Place in MOOCs? An Investigation into the Uptake of Functional Programming in Practice. In Proceedings of the Third (2016) ACM Conference on Learning@ Scale (pp. 409-418). ACM. Best Paper Nominee. [Proceedings link]
- Davis, D., Chen, G., Jivet, I., Hauff, C. & Houben, G.J. (2016, April). Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. Presented at the Learning Analytics for Learners workshop, co-located with LAK 2016. [PDF]