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Julia Wilkowski

Julia Wilkowski

Julia Wilkowski (nee Bulkowski) is an instructional designer at Google on the engineering education team. Since 2012 she has worked on the experimental, instructional and community elements of massive open online courses like Power Searching with Google and Mapping with Google. Previously at Google, her projects included revamping new hire orientation, manager training, consulting with an engineering business unit, providing training to sales teams in Asia and Latin America, as well as implementing Web 2.0 technologies wherever possible. Prior to joining Google in 2007, Julia trained astronauts at NASA, worked as an instructional designer at Informatica, and taught science to sixth graders. She received an M.A. in Education with a focus on Instructional Technology from San Jose State University and a B.S. in Neuroscience from Brown University.
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    Preview abstract While there is a large amount of work on creating autograded massive open online courses (MOOCs), some kinds of complex, qualitative exam questions are still beyond the current state of the art. For MOOCs that need to deal with these kinds of questions, it is not possible for a small course staff to grade students’ qualitative work. To test the efficacy of self-evaluation as a method for complex-question evaluation, students in two Google MOOCs have submitted projects and evaluated their own work. For both courses, teaching assistants graded a random sample of papers and compared their grades with self-evaluated student grades. We found that many of the submitted projects were of very high quality, and that a large majority of self-evaluated projects were accurately evaluated, scoring within just a few points of the gold standard grading. View details
    Student Skill and Goal Achievement in the Mapping with Google MOOC
    Amit Deutsch
    Daniel M. Russell
    ACM Learning at Scale (2014)
    Preview abstract Students who registered for the Mapping with Google massive open online course (MOOC) were asked several questions during the registration process to identify prior experience with eleven skills as well as their goals for registering for the course. Students selected goals from a list; they were periodically reminded of these goals during the course. At the end of the course, we compared students’ self report of goal achievement on a post-course survey with behavioral click-stream analysis. In addition, we compared whether possessing skills at the outset of the course or completing course activities had a larger effect on course completion. We discovered that prior skill had no significant predictive value on certification, but students who completed course activities were more likely to earn certificates of completion than peers who did not complete activities. View details
    Web 2.0 and Performance: Using Social Media to Facilitate Learning at Google
    Michael Allen's e-Learning Annual 2012, Pfeiffer, 989 Market St, San Francisco, CA 94103 (2011), pp. 171-179
    Preview abstract Are you leveraging Web 2.0 technologies to solve performance problems? Google has tapped the power of online collaboration to solve business problems and engage learners. It is easier than you might think to leverage scalable and free technologies to address your organization's needs. In this hands-on session, explore case studies of how Google is using blogs, wikis, shared documents, RSS readers, and online video sharing to transform learning and performance. View details
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