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 | | time | views | |
 | 9.3.1 eHarmony - Video 1: The Goal of eHarmony | 3:49 | 20 | |
 | 3.1.1 Welcome to Unit 3: Modeling the Expert - An Introduction to Logistical Regression | 0:38 | 167 | |
 | 7.3.1 Visualization for Law and Order - Video 1: Predictive Policing | 4:23 | 29 | |
 | 1.4.5 R1. Understanding Food - Video 4: Creating Plots in R | 7:46 | 223 | |
 | 1.4.2 R1. Understanding Food - Video 1: The Importance of Food and Nutrition | 2:18 | 395 | |
 | 2.2.3 An Introduction to Linear Regression - Video 2: One-variable Linear Regression | 8:47 | 315 | |
 | 2.2.9 An Introduction to Linear Regression - Video 5: Understanding the Model | 12:32 | 218 | |
 | 5.4.4 R5. Predictive Coding - Video 3: Pre-Processing | 2:36 | 29 | |
 | 5.4.8 R5. Predictive Coding - Video 7: The ROC Curve | 3:20 | 25 | |
 | 1.4.6 R1. Understanding Food - Video 5: Adding Variables | 5:47 | 8 | |
 | 1.4.3 R1. Understanding Food - Video 2: Working with Data in R | 4:11 | 332 | |
 | 1.4.4 R1. Understanding Food - Video 3: Data Analysis | 7:42 | 315 | |
 | 6.2.15 An Introduction to Clustering - Video 8: The Analytics Edge of Recommendation Systems | 3:23 | 44 | |
 | 9.3.5 eHarmony - Video 3: Predicting Compatibility Scores | 3:45 | 18 | |
 | 4.4.2 R4. Regression Trees - Video 1: Boston Housing Data | 4:46 | 57 | |
 | 3.2.2 Introduction to Logistical Regression - Video 2: Building the Dataset | 3:41 | 105 | |
 | 1.4.6 R1. Understanding Food - Video 5: Adding Variables | 4:50 | 208 | |
 | 4.3.17 Healthcare Costs - Video 9: Results | 3:50 | 32 | |
 | 7.3.13 Visualization for Law and Order - Video 7: The Analytics Edge | 1:70 | 17 | |
 | 1.4.7 R1. Understanding Food - Video 6: Summary Tables | 6:27 | 191 | |
 | 2.2.15 An Introduction to Linear Regression - Video 8: Comparing the Model to the Experts | 1:48 | 140 | |
 | 1.2.4 The Analytics Edge - Video 4: Example 3 - The Framingham Heart Study | 2:42 | 1,554 | |
 | Rooted in the Personal | 2:22 | 397 | |
 | Real-World Learning Outcomes | 2:11 | 223 | |
 | Key Learning | 1:60 | 269 | |
 | Inspiration for the Course | 0:39 | 88 | |
 | Sharing with Teachers | 2:14 | 58 | |
 | Valuing Teachers from the Diaspora | 1:38 | 55 | |
 | Oral Presentations | 1:52 | 80 | |
 | Facilitating Meaningful Classroom Discussions | 3:25 | 47 | |
 | Prezantasyon oral etidyan yo: Konekte analiz abstrè ak esperyans ke yo viv (Oral Presentations) | 1:38 | 28 | |
 | 2. How much variation in space and in time through the history of Haitian Creole? | 3:34 | 316 | |
 | Entèvyou ak pwofesè a: Fasilite brase lide ki djanm nan sal klas (Facilitating Discussions) | 2:18 | 27 | |
 | 4. Post-colonial discourses of power & identity; the making of socio-economic & cultural hierarchies | 15:52 | 217 | |
 | 8. Against Creole Exceptionalism, Part 1: Creole languages are perfectly normal languages | 16:11 | 87 | |
 | Meet the Educator | 0:57 | 87 | |
 | Chache konprann ki moun nou ye: Kesyon etidyan yo sou idantite (Rooted in the Personal) | 2:00 | 34 | |
 | Ki sa ki enspire kou a (Inspiration for the Course) | 0:40 | 73 | |
 | 1. Do "Pidgins" exist? Do Creole languages come from Pidgins? | 9:31 | 5,711 | |
 | 9. Against Creole Exceptionalism, Part 2: Creole formation is normal language change | 9:25 | 68 | |
 | 10. Against Creole Exceptionalism (3): Creole formation is language acquisition plus social factors | 9:36 | 41 | |
 | 6. Language, culture, identity and "authenticity" in post-colonial communities | 14:23 | 75 | |
 | 7. Feedback to students who led class discussion | 3:30 | 117 | |
 | Using Student Surveys | 1:23 | 26 | |
 | Unpacking Misconceptions | 3:19 | 28 | |
 | Pataje ak anseyan pou ankouraje chanjman sosyal tou patou (Sharing with Teachers) | 1:52 | 23 | |
 | Enpak aprantisaj la nan lavi tou lè jou etidyan yo (Real-World Learning Outcomes) | 1:47 | 20 | |
 | Sèvi ak sondaj pami etidyan yo pou n byen kadre ansèyman an selon pwofil etidyan yo (Surveys) | 1:30 | 22 | |
 | Korije vye lide sou lang kreyòl e sou fòmasyon idantite (Unpacking Misconceptions) | 2:31 | 27 | |
 | 3. On "Kreyolofoni": Why do we still use the label "Creole" to refer to "Creole languages"? | 7:33 | 125 | |
 | A Different Way to View the World | 1:41 | 45 | |
 | Advice for Educators: Help Students Read the Word and the World | 1:25 | 37 | |
 | Brase lide ak edikatè a (Meet the Educator) | 0:50 | 48 | |
 | 5. Language & discourses of power in the making of "authentic" identities in post-colonial soc... | 14:39 | 111 | |
 | 12. A brief & partial history of anti-Creole myths at the core of imperialism—linguistic & oth... | 17:50 | 38 | |
 | 11. "Birth certificates" of languages created via migration & population contact—Kreyòl, E... | 9:57 | 38 | |
 | Lecture: Mathematics of Big Data and Machine Learning | 38:16 | 97,119 | |
 | J-Lab: A Space to Figure Things Out | 0:55 | 1,546 | |
 | Pedagogical Iteration | 1:49 | 612 | |
 | Building Up to an Audience | 2:90 | 566 | |
 | On Grading Student Papers | 2:33 | 896 | |
 | Developing Students' Science Communication Skills | 4:57 | 561 | |
 | The Role of Iteration in Developing Oral Communication Skills | 1:44 | 401 | |
 | Student Challenge #2: Encountering a Multidimensional Learning Surface | 0:53 | 268 | |
 | Providing Science Communication Practice | 1:52 | 159 | |
 | Tips for Educators | 1:23 | 291 | |
 | Supporting Students with Individual Conferences | 3:20 | 169 | |
 | An Invitation to New Students | 1:27 | 270 | |
 | Unique Aspects of the Course | 1:45 | 99 | |
 | Meet the Educator | 0:43 | 126 | |
 | Take this Course, Even if You Want to be a Theoretical Physicist | 0:29 | 776 | |
 | Developing New Experiments: Behind the Scenes | 4:26 | 121 | |
 | Meet the Educator | 0:35 | 147 | |
 | Teaching as Coaching | 1:31 | 312 | |
 | Time Management Tip: Don’t Procrastinate! | 0:54 | 793 | |
 | Student Challenge #1: Unlearning How to do Experiments | 1:59 | 199 | |
 | Using the Concept of Metadiscourse to Improve Students’ Oral Presentations | 1:20 | 51 | |
 | Flipping the Classroom | 1:47 | 39 | |
 | Advice for Women in Physics: Be Confident | 0:35 | 212 | |
 | Building Up to an Audience | 2:90 | 49 | |
 | Tips for Partnering with Technical Faculty | 1:15 | 39 | |
 | Improving Early Physics Education | 2:31 | 107 | |
 | The Role of Teamwork in "Junior Lab" | 2:31 | 40 | |
 | Flipping the Classroom | 2:23 | 68 | |
 | Tips for Educators | 1:22 | 65 | |
 | Meet the Educator | 1:20 | 78 | |
 | Providing Productive Feedback | 1:10 | 60 | |
 | Faster than the Speed of Light: A Future Junior Lab Experiment | 2:45 | 72 | |
 | Teaching as Coaching | 1:31 | 12 | |
 | Keys to Success in the Course: Perseverance and Data Analysis | 1:26 | 58 | |
 | Positioning Communication Instructors as Coaches, Not Graders | 1:36 | 27 | |
 | Eliciting Cognitive Dissonance | 1:19 | 32 | |
 | Tips for Educators | 0:47 | 71 | |
 | How Students Develop as Physicists over the Course of the Semester | 3:70 | 114 | |
 | Student Challenge #3: Learning Data Analysis | 1:54 | 47 | |
 | J-Lab Offers a Wide Range of Experiments | 0:44 | 50 | |
 | Advice for Students: Be Persistent | 0:51 | 92 | |
 | On the Flipped Classroom Format | 0:48 | 49 | |
 | Helping Students Cultivate Identities as Scientists | 1:16 | 35 | |
 | An Active Learning Example | 3:24 | 40 | |
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