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Learning design and feedback processes at scale: stocktaking emergent theory and practice.

, , and . LAK, page 479-480. ACM, (2016)

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Visualizing patterns of student engagement and performance in MOOCs., , , and . LAK, page 83-92. ACM, (2014)Using Recent Advances in Contextual Word Embeddings to Improve the Quantitative Ethnography Workflow., and . ICQE, volume 1112 of Communications in Computer and Information Science, page 299-306. Springer, (2019)Using a Traffic Light System to Provide Feedback to IS Masters Students., , , , , , and . ICIS, Association for Information Systems, (2017)Learning design and feedback processes at scale: stocktaking emergent theory and practice., , and . LAK, page 479-480. ACM, (2016)DesignLAK17: quality metrics and indicators for analytics of assessment design at scale., , , , and . LAK, page 508-509. ACM, (2017)A Conceptual Framework Linking Learning Design with Learning Analytics, , , , , , , , and . Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, page 329-338. New York, NY, USA, ACM, (2016)Predicting success: how learners' prior knowledge, skills and activities predict MOOC performance., , , and . LAK, page 136-140. ACM, (2015)How do students interpret feedback delivered via dashboards?, and . LAK, page 430-431. ACM, (2015)Using learning analytics to explore help-seeking learner profiles in MOOCs., , and . LAK, page 424-428. ACM, (2017)