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1. Course-Adaptive Content Recommender for Course Authoring

   https://doi.org/10.1007/978-3-319-93846-2_9  

   Chau, Hung; Barria-Pineda, Jordan; Brusilovsky, Peter (September 2018, 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3–5, 2018)

   Developing online courses is a complex and time-consuming process that involves organizing a course into a sequence of topics and allocating the appropriate learning content within each topic. This task is especially difficult in complex domains like programming, due to the incremental nature of programming knowledge, where new topics extensively build upon domain concepts that were introduced in earlier lessons. In this paper, we propose a course-adaptive content-based recommender system that assists course authors and instructors in selecting the most relevant learning material for each course topic. The recommender system adapts to the deep prerequisite structure of the course as envisioned by a specific instructor, while unobtrusively deducing that structure from problem-solving examples that the instructor uses to present course concepts. We assessed the quality of recommendations and examined several aspects of the recommendation process by using three datasets collected from two different courses.While the presented recommender system was built for the domain of introductory programming, our course-adaptive recommendation approach could be used in a variety of other domains. 

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2. GEAR course YI

   Tigno-Aranjuez, Justine (June 2025, https://ucf.simplesyllabus.com/en-US/syllabus-library)
3. Exterior Calculus in Graphics: Course Notes for a SIGGRAPH 2023 Course

   https://doi.org/10.1145/3587423.3595525  

   Wang, Stephanie; Nabizadeh, Mohammad Sina; Chern, Albert (July 2023, SIGGRAPH '23: ACM SIGGRAPH 2023 Conference Proceedings)

   The demand for a more advanced multivariable calculus has rapidly increased in computer graphics research, such as physical simulation, geometry synthesis, and differentiable rendering. Researchers in computer graphics often have to turn to references outside of graphics research to study identities such as the Reynolds Transport Theorem or the geometric relationship between stress and strain tensors. This course presents a comprehensive introduction to exterior calculus, which covers many of these advanced topics in a geometrically intuitive manner. The course targets anyone who knows undergraduate-level multivariable calculus and linear algebra and assumes no more prerequisites. Contrary to the existing references, which only serve the pure math or engineering communities, we use timely and relevant graphics examples to illustrate the theory of exterior calculus. We also provide accessible explanations to several advanced topics, including continuum mechanics, fluid dynamics, and geometric optimizations. The course is organized into two main sections: a lecture on the core exterior calculus notions and identities with short examples of graphics applications, and a series of mini-lectures on graphics topics using exterior calculus. 

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4. Where rivers jump course

   https://doi.org/10.1126/science.abm1215  

   Brooke, Sam; Chadwick, Austin J.; Silvestre, Jose; Lamb, Michael P.; Edmonds, Douglas A.; Ganti, Vamsi (May 2022, Science)

   Global satellite observations reveal topographic and climatic controls on river avulsions. 

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5. Influence of Course Design on Student Engagement and Motivation in an Online Course

   https://doi.org/10.1145/3328778.3366828  

   Subramanian, Kalpathi; Budhrani, Kiran (February 2020, SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education)

   We present a course design model for applying project-based learning to an online undergraduate object oriented systems course. In our model, projects and reflection are central to the curriculum. Our model challenges students through modularized, repetitive project cycles beginning with analysis and design (i.e. using pseudo- code, flowcharts, diagrams) then coding, debugging, testing, and finally, reflection. We analyzed student reflection responses from two semesters to extract major themes and sub-themes, then mapped these to the MUSIC model (eMpowerment, Usefulness, Success, Interest, Caring) to understand our model's influence on student engagement and motivation. We found that a rhythmic project cycle encourages self-regulation in online students to formulate project plans, track their progress, and evaluate their solutions. Online students feel empowered when course projects promote choice, flexibility, creativity, experimentation, and extensions to other applications. Online student success is dependent on the clarity of instructions, course scaffolding, level of challenge, instructor feedback, and opportunities to reflect on personal failure, success, and challenge. Online students are interested in projects that are familiar, real-world, and fun, but expect to be situated in team-based environments. Students appreciate instructors who are caring and accommodating to personal needs. We recommend six salient strategies for improving online course and project design: design a visible, rhythmic structure; set transparent expectations and instructions; encourage design before implementation; connect to real-world applications and tools; experience happy challenges; infuse sustained reflection. 

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