MOOCshop 2014 Panelists & Organizers

Panelists:
Ryan Baker, Columbia Teachers College Dr. Ryan Baker is a leader in educational data mining and has offered a popular MOOC on the topic. He is an Associate Professor of Cognitive Studies in Education in the Department of Human Development at Teachers College Columbia University He is a member of the Pittsburgh Science of Learning Center and is the current President of the International Educational Data Mining Society. Baker's research develops and uses methods for mining educational data that comes out of the interactions between students and educational software, in order to better understand how students respond to educational software, and how these responses impact their learning. He studies these issues within intelligent tutors and educational games.
Jonathan Haber Mr. Jonathan Haber runs the Degree of Freedom experiment blog, which documents his one-year attempt to take all of the courses needed to learn the equivalent of a liberal arts Bachelors Degree entirely through free, online resources.
Daniel Hickey Dr. Daniel Hickey is an Associate Professor and Director or the Learning Sciences at Indiana University, Bloomington. He uses design-based research methods and situative theories of cognition to improve instruction, with a focus on participatory approaches to assessment and motivation, and work in e-learning, video gaming, and new media contexts.
Pete Rorabaugh Dr. Pete Rorabaugh is Assistant Professor of English in the English, Technical Communication, and Media Arts Department at Southern Polytechnic State University in Marietta, Georgia, and founder of Hybrid Pedagogy Inc. He earned an M.A. in English Education and a Ph.D. in American Literature and Rhetoric from Georgia State University. While completing a postdoctoral fellowship in digital pedagogy at Georgia Tech, Pete became interested in exploring critical uses of social media and new media composition in the classroom. His teaching is informed by the field of critical pedagogy and the work of Paulo Freire. His research on Hybrid Pedagogy fuses these interests and includes the study of games, digital literacies, and alternatives to traditional models of schooling and scholarship. He is fascinated by the fiction of Cormac McCarthy, the life Malcolm X, and the constant pedagogical and aesthetic revelations of his three children.
Alyssa Wise
Dr. Alyssa Friend Wise is an Associate Professor of Education at Simon Fraser University. Her research investigates the interrelationships between individual processes and group dynamics in technology-mediated learning environments, with a specific focus on supporting online collaboration through interaction design and reflective analytics. Dr. Wise serves on the ISLS CSCL Committee, the Executive Board of the Society for Learning Analytics Research, and has been a speaker and organizer for several prior workshops at ICLS.
Marcelo Worsley

Mr. Marcelo Worsley is a doctoral student in the Learning Sciences and Technology Design program at Stanford University where his research centers around identifying ways to leverage artificial intelligence to characterize learning in self-regulated learning environments. Beyond this, he is interested in improving STEM education and making it more accessible to a larger population of students. To this end, he has extensive experience developing both after-school programs and summer programs that help students recognize that they can successfully pursue STEM fields by having them engage in constructionist learning activities. He also has experience teaching high school engineering classes and one-on-one tutoring.

Organizers:
Steven Lonn
Dr. Steven Lonn is the Assistant Director of the USE Lab and the Library Learning Analytics Specialist at the University of Michigan. His research focuses on the perceptions and use of information and learning technologies in higher education for collaborative teaching and learning as well as leveraging analytic data sources to uncover actionable outcomes. Lonn’s current research projects include Student Explorer, leveraging learning analytics to inform academic advising; Cusomized Course Advising, utilizing data mining to facilitate students’ concurrent course planning and pathways; and Mblem, recognizing students’ co-curricular learning through digital badges. He has been involved in the early investigations of Michigan’s MOOC student data and has also presented at prior ICLS conferences. Lonn earned his PhD in Learning Technologies from the University of Michigan in 2009.
Christopher Brooks
Dr. Christopher Brooks is a Research Fellow at the University of Michigan School of Information with an interest in learning analytics and quantifying the effects of educational technology on the teaching and learning process. Brooks is the Primary Investigator of the “Understanding the Relationship MOOC Students Have with Traditional Institutions of Higher Education” project funded by the Bill and Melinda Gates Foundation’s MOOC Research Initiative. He earned his PhD in Computer Science from the University of Saskatchewan in 2012.
Dr. Zachary Pardos is an Assistant Professor at UC Berkeley in a joint position between the School of Information and Graduate School of Education. He earned his PhD in Computer Science at Worcester Polytechnic Institute in the Tutor Research Group in 2012. Funded by a National Science Foundation Fellowship (GK-12) he spent extensive time on the front lines of K-12 education working with teachers and students to integrate educational technology into the curriculum as an assessment tool to be used formatively. He has received numerous academic awards and honors for extensions of his thesis work on “Predictive Models of Learning” including a top prize applying his educational analytics in the 2010 KDD Cup, an international machine learning competition on predicting student performance within an intelligent tutoring system. Pardos comes to Berkeley from MIT, where he spent the past year studying massive open online courses.
Barry Peddycord III
Mr. Barry Peddycord III is a Computer Science doctoral student at North Carolina State University. Barry works in the newly established Center for Educational Informatics, a multi-disciplinary lab that investigates the applications of computing and artificial intelligence in educational environments. His research interests focus on how people learn how to use programming languages and moving theory to practice for classroom pedagogy in computer science.
Ido Roll

Dr. Ido Roll is a senior manager for research and evaluation in the Centre for Teaching, Learning, and Technology, at the University of British Columbia. He is also a researcher at the Carl Wieman Science Education Initiative (CWSEI) and the Pittsburgh Science of Learning Center (PSLC). Roll has been applying his expertise in artificial intelligence in education to study MOOCs offered by UBC. He earned his PhD in Human Computer Interaction from Carnegie Mellon University in 2009.
Emily Schneider
Ms. Emily Schneider is a doctoral candidate at Stanford University in the Learning Sciences and Technology Design program. As co-founder and student director of the Lytics Lab, she has been responsible for fostering interdisciplinary conversations on online learning research both within and outside of Stanford (including at the first iteration of the Moocshop). She has published multiple papers on the online course space and is currently turning her work towards the design of interfaces for knowledge mapping while reading digitally.
Ashley Shaw
Dr. Ashley Shaw is an Instructor at the University of British Columbia in the Department of Curriculum and Pedagogy. Originally from Vancouver, she completed her B.Ed at the University of Victoria, then spent seven years in Calgary teaching and coaching teachers on using technology. Shaw then moved to Oxford, where she completed her M.Sc., researching the role of social media in the academic and social lives of postgraduates. Her current interests focus on how digital technologies and new media are impacting learners’ formal and informal learning experiences.