HAI Weekly Seminar with Mitchell Stevens
Massive: How MOOCs Changed the Landscape of Education Research
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Massive: How MOOCs Changed the Landscape of Education Research
In the last year, AI models have rapidly improved on public benchmarks measuring their ability to carry out research tasks autonomously. Such performance suggests that models may be capable of automating parts of the AI R&D process itself, thereby accelerating the pace of AI progress.

In the last year, AI models have rapidly improved on public benchmarks measuring their ability to carry out research tasks autonomously. Such performance suggests that models may be capable of automating parts of the AI R&D process itself, thereby accelerating the pace of AI progress.
This talk will cover key insights from the third AI100 report, AI Goes Mainstream: The Scaling Era and the Rise of Generative AI, set for release in November 2026. The report was commissioned by the AI100 standing committee and led by study panel chair Michael Wooldridge.

This talk will cover key insights from the third AI100 report, AI Goes Mainstream: The Scaling Era and the Rise of Generative AI, set for release in November 2026. The report was commissioned by the AI100 standing committee and led by study panel chair Michael Wooldridge.
Sessions run Wednesdays from 4:30–5:30 PM in CoDa E160. Each session features a different Stanford speaker; talk titles are announced by the organizers.

Sessions run Wednesdays from 4:30–5:30 PM in CoDa E160. Each session features a different Stanford speaker; talk titles are announced by the organizers.
The embrace of massively open online courses (MOOCs) by Harvard, MIT and Stanford from 2012-2014 created buzz and anxiety among educators worldwide. While many were quick to thereafter declare the failure of MOOCs as instructional technologies, their legacy continues to transform the landscape of educational research. MOOCs demonstrated that minute instructional interactions could be observed and experimentally instrumented at scale; lured substantial new talent to educational inquiry from the burgeoning fields of data science and machine learning; dramatically expanded what counts as an instructional environment; and abetted the flow of private capital into a burgeoning sector now called “learning.” In this talk I synthesize recent scholarship to frame the promise and risks attendant to pursuit of learning research in digitally mediated environments.