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Planning prompts increase and forecast course completion in massive open online courses., and . LAK, page 464-473. ACM, (2017)Digital Clinical Simulation Suite: Specifications and Architecture for Simulation-Based Pedagogy at Scale., , , , , , and . L@S, page 212-221. ACM, (2022)Connecting Collaborative & Crowd Work with Online Education., , , , , , , , and . CSCW Companion, page 313-318. ACM, (2015)The Civic Mission of MOOCs: Measuring Engagement across Political Differences in Forums., , , and . L@S, page 1-10. ACM, (2016)Making a Creative Commons MOOC: Challenges and Opportunities., , , , , and . LWMOOCS, page 81-84. IEEE, (2018)Computer-Assisted Reading and Discovery for Student Generated Text in Massive Open Online Courses., , , , and . J. Learn. Anal., (November 2014)Beyond Prediction: Towards Automatic Intervention in MOOC Student Stop-out., , , , and . EDM, page 171-178. International Educational Data Mining Society (IEDMS), (2015)Addressing Common Analytic Challenges to Randomized Experiments in MOOCs: Attrition and Zero-Inflation., , , and . L@S, page 21-30. ACM, (2015)Designing Online Experiences to Support Teacher Learning and Professional Development Across Subject Areas., , , , , , , , , and 10 other author(s). ICLS, International Society of the Learning Sciences, (2020)Facilitating Discussion of Controversial Issues: Digital Practice Space., , , , , , , and . ICLS, International Society of the Learning Sciences, (2020)