Internet Learning Volume 3, Number 2, Fall 2014 | Page 110

Visualizing Knowledge Networks in Online Courses
The PageRank Citation Ranking: Bringing
Order to the Web. Technical Report. Stanford
InfoLab.
Pearson Learning Solutions. (2012). Social
learning: how ideas expand in threaded discussions.
Denver, CO: Anne Zelenka.
About the Authors
Marni Baker-Stein, is the Chief Innovation
Officer for the University of Texas System’s
Institute for Transformational Learning, Dr.
Stein is an authority on online program and
curricular development, delivery, and assessment;
next-generation strategic enrollment
and student lifecycle management infrastructure
implementation; and student-centered,
outcomes-focused, competency-based
instructional design. Prior to joining the University
of Texas System, she was Senior Associate
Dean of Columbia University’s School
of Continuing Education, where she was responsible
for the development, design, and
evaluation of all online programming initiatives,
and Director of Program Development
for the University of Pennsylvania’s College
of Liberal and Professional Studies. At Penn,
she developed the university’s Open Learning
Commons, an innovative social networking
platform to host online courses, communities,
and open educational resources,
and designed pioneering online programs in
positive psychology and environmental sustainability,
which enrolled thousands of students
from 63 countries. Frequently invited
to speak on technology-enhanced curricular
and pedagogical innovation, Dr. Stein has a
Ph.D. in Teaching, Learning and Curriculum
from Penn. An accomplished educational
researcher, her scholarship focuses on social
and knowledge networking behaviors in
online courses and the impact of design, instructional
strategies, and platform technology
upon student engagement in e-learning.
Sean York is the Chief Architect, Innovation
& Advanced Development for Pearson Global
Higher Education. He has worked for 14
years in educational technology, instructional
design, and software development, and holds
an M.S.Ed. in Instructional Systems Technology
from Indiana University. He leads
research that moves theory into practice in
large-scale software development for education.
He has been with Pearson since 2005
in Instructional Design and Software Architecture
roles, and works on the technical and
theoretical foundations for Pearson’s social
and cooperative learning infrastructure.
Brian Dashew is the Director of Instructional
Design at Columbia University’s School of
Continuing Education, where he works with
program faculty in a number of professional
certificate and Master’s degree programs. Brian
is also a doctoral student in Adult Learning
and Leadership at Teachers College-Columbia
University. Prior to his time at Columbia,
Brian was an instructional designer at Marist
College and eCornell.
About the Authors
Some Pearson platforms and technologies referenced
in the paper are Patent Pending, U.S.
Publication No. US-2014-0272911-A1, and
U.S. Provisional Application No. 62/072,932.
Patent applications cover underlying methods
and technologies relating to surfacing
and implementing educational interventions
at scale using network-based methods and
analytics, not the specific analytical framework
described in this paper. The goal is to
support a diverse body of research and collaboratively
produce work to improve the
quality and effectiveness of social learning
tools, platforms, and emergent pedagogies.
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