SNAPP: Realising the affordances of real-time SNA within networked learning environments Networked Learning Conference 201...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>SNAPP essentially serves ...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>SNA has been demonstrated...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Reffay and Chanier (2002)...
<ul><li>FORUM A </li></ul>SNAPP: Realising the affordances of real-time SNA within networked learning environments Network...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>FORUM A </li></ul>Network...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>FORUM A </li></ul>Network...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Render a Sociogram as an ...
SNAPP: Realising the affordances of real-time SNA within networked learning environments Networked Learning Conference 201...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Learner Isolation </li></...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Facilitator Centric Patte...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Non interacting groups </...
SNAPP: Realising the affordances of  real-time  SNA within networked learning environments <ul><li>Facilitator Interaction...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Ideas </li></ul><ul><li>S...
SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Future Directions </li></...
SNAPP: Realising the affordances of real-time SNA within networked learning environments Networked Learning Conference 201...
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SNAPP: Realising the affordances of real-time SNA within networked learning environments

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SNAPP presentation at Networked Learning conference 2010

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SNAPP: Realising the affordances of real-time SNA within networked learning environments

  1. 1. SNAPP: Realising the affordances of real-time SNA within networked learning environments Networked Learning Conference 2010 Dr Shane Dawson, Director ISIT, University of British Columbia Ms Aneesha Bakharia, eResearcher, Centre for Educational Innovation and Technology, University of Queensland Ms Elizabeth Heathcote, Heathcote Consulting
  2. 2. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>SNAPP essentially serves as a diagnostic instrument, allowing teaching staff to evaluate student behavioral patterns against learning activity design objectives and intervene as required in a timely manner. </li></ul>Networked Learning Conference 2010
  3. 3. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>SNA has been demonstrated to assist educators in identifying instances of: </li></ul><ul><ul><li>learner isolation (McDonald, Stuckey, Noakes, & Nyrop, 2005) </li></ul></ul><ul><ul><li>creativity (Burt, 2004; McWilliam & Dawson, 2009) </li></ul></ul><ul><ul><li>community formation (Dawson, 2008; Lally, Lipponen, & Simons, 2007) </li></ul></ul>Networked Learning Conference 2010
  4. 4. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Reffay and Chanier (2002) suggest that SNA can act as an educational evaluative tool in order to monitor and assess elements of student group cohesion. </li></ul><ul><li>“ Getting a view of the big picture of the social interactions between students becomes increasingly difficult as class sizes grow.” (Brooks, et al, 2009) </li></ul><ul><li>“ ... the understanding of the social relationships between learners is incredibly important when an educator is determining how to scaffold the learning content.” (Brooks, et al, 2009) </li></ul>Networked Learning Conference 2010 How can we realise the potential of real-time SNA?
  5. 5. <ul><li>FORUM A </li></ul>SNAPP: Realising the affordances of real-time SNA within networked learning environments Networked Learning Conference 2010 Both Forum A and B have 14 messages posted by 4 participants Are there structural differences in terms of interaction? <ul><li>FORUM B </li></ul>
  6. 6. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>FORUM A </li></ul>Networked Learning Conference 2010 <ul><li>FORUM B </li></ul><ul><li>No student interaction </li></ul><ul><li>All interaction via Tutor/Lecturer </li></ul><ul><li>Student to student social interaction beginning </li></ul><ul><li>Interpreting the threaded forum view when making decisions regarding satisfactory levels of peer interaction is difficult (Dawson & McWilliam, 2008) </li></ul><ul><li>Determining levels of student engagement and peer networking increases with class size </li></ul>
  7. 7. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>FORUM A </li></ul>Networked Learning Conference 2010 <ul><li>FORUM B </li></ul><ul><li>No student interaction </li></ul><ul><li>All interaction via Tutor/Lecturer </li></ul><ul><li>Student to student social interaction beginning </li></ul>Activation of the SNAPP tool results in the embedding of a social network visualisation directly below the threaded forum display
  8. 8. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Render a Sociogram as an alternate representation of the threaded discussion view </li></ul><ul><li>Real-time Social Network Visualisation of Discussion Forum activity </li></ul><ul><li>Integration with Learning Management Systems (eg Blackboard & Moodle) </li></ul><ul><li>Simple installation and usage </li></ul>Networked Learning Conference 2010
  9. 9. SNAPP: Realising the affordances of real-time SNA within networked learning environments Networked Learning Conference 2010 DEMONSTRATION
  10. 10. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Learner Isolation </li></ul><ul><li>Dense interactions between central nodes </li></ul><ul><li>Instances of no interaction occurring among isolated individuals. </li></ul><ul><li>Early warning indicator for teaching staff investigate lack of interaction </li></ul><ul><li>Intervention may be necessary to ensure isolated learners are included in the emerging community </li></ul>Networked Learning Conference 2010
  11. 11. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Facilitator Centric Patterns </li></ul><ul><li>Interaction occurs between the facilitator and individual participants but not between participants. </li></ul><ul><li>I ndication that knowledge sharing and collaboration may not be occurring </li></ul><ul><li>Question and Answer Forums (…but more social learning activities may be carried out in alternate venues ) </li></ul>Networked Learning Conference 2010
  12. 12. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Non interacting groups </li></ul><ul><li>S tructural holes (Burt, 1992) are an indicator that cliques or groups are developing </li></ul><ul><li>May represent a diminishing level of diversity and does increase the likelihood of group think (Uzzi and Spiro, 2005) </li></ul><ul><li>C ontinuance of prior relationships </li></ul>Networked Learning Conference 2010
  13. 13. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Facilitator Interaction with High Performing Students </li></ul><ul><li>F acilitator interacting only with other central participants </li></ul><ul><li>Numerous participants with a low number of connections exist </li></ul><ul><li>The facilitator has not made an attempt to reply to un-responded posts or try to incorporate periphery participants within the discussion (Dawson, 2009) </li></ul>Networked Learning Conference 2010
  14. 14. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Ideas </li></ul><ul><li>Student Use Release SNAPP to students </li></ul><ul><li>Teacher Portfolio Development Inclusion of Sociograms as artefacts to support and reflect on facilitation/moderation techniques </li></ul><ul><li>Mashups Correlate interaction data with other attributes eg demographics, grades, etc. </li></ul>Networked Learning Conference 2010
  15. 15. SNAPP: Realising the affordances of real-time SNA within networked learning environments <ul><li>Future Directions </li></ul><ul><li>Catalogue of c ommon participation patterns </li></ul><ul><li>Distribute information of the common patterns, how they can be identified and there relation to various social network metrics </li></ul><ul><li>Conduct further research into the intervention techniques and strategies that can be used to alter undesirable patterns of social interaction </li></ul>Networked Learning Conference 2010
  16. 16. SNAPP: Realising the affordances of real-time SNA within networked learning environments Networked Learning Conference 2010 <ul><li>Ms Aneesha Bakharia ALTC eResearcher Centre for Educational Innovation and Technology University of Queensland Email: a.bakharia1@uq.edu.au </li></ul><ul><li>Dr Shane Dawson Director ISIT University of British Columbia Email: sdawson@exchange.ubc.ca </li></ul><ul><li>Ms Elizabeth Heathcote Heathcote Consulting Email: liz.heathcote@gmail.com </li></ul>Visit http://research.uow.edu.au/learningnetworks/seeing

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