Open-Ed 2011 Conference - Barcelona, Spain


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This is the presentation we gave at the Open-Ed conference November 2-4, 2010.

We mainly presented Cohere, a social software from KMi (knowledge media Institute) of the Open University UK, as tool to make virtual ethnography and behavioural observations of users' web interactions. We also presented on use case in which cohere has been used to observe learners interactions in a P2PU course.

About Open Ed 2010

The Open Education Conference has been described as “the annual reunion of the open education family.” Each year the conference serves as the world’s premiere venue for research related to open education, while simultaneously creating the most friendly and energetic atmosphere you’ll find at any academic conference.

November 2-4, 2010, the seventh annual Open Education Conference moves to Barcelona for its first convening outside of North America! The 2010 conference venue is CosmoCaixa, designated Europe’s best science museum in 2006.

The conference theme for 2010 was OER: Impact and Sustainability.

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Open-Ed 2011 Conference - Barcelona, Spain

  1. 1. Anna  De  Liddo  and  Panagiota  Alevizou   Open  University,  Milton  Keynes,  UK; Open Ed 2010 : OER impact and sustainability 02-05 N0vember 2010 Cosmocaixa Museum, Barcelona, Spain
  2. 2. Open   Education   and   the   diffusion   of   the   Web   have   broken   the   traditional   barriers   of   ‘where’   education   happens.   The   diffusion   of   web-based   social   software   has   an   impact   on   the   ways   in   which   people   learn   and   important   questions   pertain  on  the  practicalities  and  ethics  of  online  research
  3. 3. Qualitative   Data   Analysis   (QDA)   methodologies   are   used:   where   quantitative analysis is   difficult and it does not   offer  in  depth  insights   when   the   aims   are   to   provide   an   in-depth   and   interpreted   understanding   of   participants’   behaviours       when   analysis   can   be   open   to   emerging   concepts   and   ideas     When analysis aims to  develop   typologies   and   explanations  
  4. 4. CAQDA   proprietary   tools   such   as   ATLAS.ti,   NVivo,   Transana,   etc   require  raw   data   to be  analyzed   offline. This implies:   ethical   issues of permissions  and   privacy   Legal issues related to copyright   regimes   Practical issues of cleaning and converting data to   appropriate  format    Issues of context: The   analyst   looses   potentially   useful   hints  to   make   sense   of   the   content   they   analyze   Issues of fast obsolescence of data
  5. 5. Most   diffused   CAQDA   tools   have   evident   limitations   in   dealing   with   Web   data.   We  propose  Cohere   a   Web   tool   for   QDA   of   online   data.   Cohere  supports   virtual   users   observations   by   exploiting  a  Web  annotation  Paradigm. Cohere is  as  research  tool  for  assisting   the  qualitative   analysis  of  online  learning  experiences.
  6. 6. Coding Memoing Tagging Web Annotation
  7. 7. Coding  and  Memoing: Codes  can  be  added  by  associating  tags,   while  memos  are  added  in  the  Summary   and  Description   box
  8. 8.   Memoing:   on  hypothesis   on   how   codes   can   be   organized   and   what  are  the  categories  they  fall  into.    on connections  between  categories.         Cohere   have   a   specific   way   to   support   the   activity   of   making   connections   between  categories   and  memos.   
  9. 9.   Cohere  has been  used  to  observe  users’  behaviors   within  the  course  ‘Copyright   for   Educators’ (Cycle two).       The   object   of   analysis   were  the   discussion   forums,   where   course   students   collaborate   in   order   to   complete   group   assignments   or   discuss   given   tasks.       In   particular  we  analyzed  students’  posts  in  the   “Pink  Group”   (
  10. 10.   we  focus  coding  on  the  following  two   interrelated   dimensions,  based  on  Burge’s  (1994)  peer  bahaviour   models: 1.  participation:  What and how  do  participants  share online  resources  and  reflections? 2.   affective  feedback:  do  participants  use  each   others’  names,   complimenting  each  other  and  offer   supportive,  remedial  or  critical   interchanges?    
  11. 11.   We  looked  at  each  post,  highlighted  clips  of  text,   and  tag  them  with  codes,  which   quickly  started   grouping  in  three  main  categories:   1.  People   2.  content   3.  Rhetorical  role Around   these   main   categories   we   built   the   second   phase   of: memoing and making   connections   between   memos.
  12. 12.   As   previously   said   this   means   taking note  of   connections  between  categories.   We   identified   two   main   memos   connection  codes:   1.  Posts   2.  Addressed  to     These  two   links   type   enabled   us   to   connect   the   three   main   categories:   people,  data  and  rhetorical   role
  13. 13.   Map of the main categories, sub categories, and the relationship between them.
  14. 14.   A key activity in QDA is sorting: help the analyst to recognize the emerging structure of the phenomenon or thesis that is being studied.   Cohere has a network approach to data sorting and visualization.   Data, codes, and memos can be represented in a graph like structure   By coupling network visualization and code searching, Cohere provides novel ways visualize results of qualitative data analysis.
  15. 15.   Network of memos showing what people contributed to within the pink group and the nature of the contribution.   Icons represent main code sub-categories (purple lines overwrites participants names)
  16. 16.   Clusters representation of memos per participant and posts.
  17. 17.   Coupled search of memos by code and semantic connection.
  18. 18. We have proposed a method and tool to support QDA in virtual environment and as a proof of concept we showed Cohere in use to observe students interactions in P2PU course. Results of application shows that Cohere:   is particularly promising when making collaborative QDA,   provides sophisticated coding features such as connections between memos and coding of those connections so that they can easily retrieved and searched. Finally we proposed a new network paradigm for data sorting and representation: make sense of data and spot hidden connections.
  19. 19.   Technology is not the key of success in P2PU, peoples are.   Key player in the course have usually mixed role of learners and tutors   Learners come and go and this augment disorientation and at the same time reinforce the role of the key players   They share control and duties with peers that volunteered
  20. 20. Open Learning Network project (2009-12): funded by