SNAPP - Learning Analytics and Knowledge Conference 2011

SNAPP: A BIRD’S-EYE VIEW OF TEMPORAL PARTICIPANT INTERACTIONMs Aneesha Bakharia, Dr Shane Dawson,Centre for Educational Innovation Director Arts ISIT,and Technology, University of Queensland University of British ColumbiaEmail: a.bakharia1@uq.edu.au Email: sdawson@exchange.ubc.ca Learning Analytics & Knowledge 2011

SNAPP: A Bird’s-Eye View ofTemporal Participant Interaction 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. LAK2011

SNAPP: A Bird’s-Eye View ofTemporal Participant Interaction SNA has been demonstrated to assist educators in identifying instances of:  learner isolation (McDonald, Stuckey, Noakes, & Nyrop, 2005)  creativity (Burt, 2004; McWilliam & Dawson, 2009)  community formation (Dawson, 2008; Lally, Lipponen, & Simons, 2007) LAK2011

SNAPP: A Bird’s-Eye View ofTemporal Participant Interaction 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. “Getting a view of the big picture of the social interactions between students becomes increasingly difficult as class sizes grow.” (Brooks, et al, 2009) “... 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) How can we realise the potential of real-time SNA? LAK2011 Networked Learning Conference 2010

SNAPP: A Bird’s-Eye View of Temporal Participant Interaction FORUM A  FORUM B Both Forum A and B have 14 messages posted by 4 participants Are there structural differences in terms of interaction? LAK2011

SNAPP: A Bird’s-Eye View of Temporal Participant Interaction FORUM A  FORUM B • No student interaction • Student to student social • All interaction via Tutor/Lecturer interaction beginning• Interpreting the threaded forum view when making decisions regarding satisfactory levels of peer interaction is difficult (Dawson & McWilliam, 2008) LAK2011 Networked Learning Conference 2010

SNAPP: A Bird’s-Eye View of Temporal Participant Interaction FORUM A  FORUM B • No student interaction • Student to student social • All interaction via Tutor/Lecturer interaction beginningActivation of the SNAPP tool results in the embedding of a social networkvisualisation directly below the threaded forum display LAK2011 Networked Learning Conference 2010

SNAPP: A Bird’s-Eye View ofTemporal Participant Interaction• Integration with Learning Management Systems (eg Blackboard, Moodle, Desire2Learn)• Simple installation and usage• Render a Sociogram as an alternate representation of the threaded discussion view• New in Version 2 • View forum activity over time • Filter by Date • Data Export (NetDraw .vna and Gephi .gexf formats) • Annotations LAK2011 Networked Learning Conference 2010

SNAPP: A Bird’s-Eye View ofTemporal Participant InteractionClient side Browser Tool! Why?• SNAPP is a BOOKMARKLET Cross browser and multiple LMS Support• No server side installation• Embed within a discussion forum LMS extension frameworks provide limited ways in which you can extend current LMS tools LAK2011

SNAPP: A Bird’s-Eye View of TemporalParticipant Interaction DEMONSTRATION LAK2011

SNAPP: A Bird’s-Eye View ofTemporal Participant Interaction LAK2011

SNAPP: A Bird’s-Eye View of TemporalParticipant Interaction LAK2011

SNAPP: A Bird’s-Eye View of TemporalParticipant InteractionLearner Isolation• Dense interactions between central nodes• Instances of no interaction occurring among isolated individuals.• Early warning indicator for teaching staff investigate lack of interaction• Intervention may be necessary to ensure isolated learners are included in the emerging community LAK2011

SNAPP: A Bird’s-Eye View of TemporalParticipant InteractionFacilitator Centric Patterns• Interaction occurs between the facilitator and individual participants but not between participants.• Indication that knowledge sharing and collaboration may not be occurring• Question and Answer Forums (…but more social learning activities may be carried out in alternate venues) LAK2011

SNAPP: A Bird’s-Eye View of TemporalParticipant InteractionNon interacting groups Structural holes (Burt, 1992) are an indicator that cliques or groups are developing May represent a diminishing level of diversity and does increase the likelihood of group think (Uzzi and Spiro, 2005) Continuance of prior relationships LAK2011

SNAPP: A Bird’s-Eye View of TemporalParticipant InteractionFacilitator Interaction with High Performing Students Facilitator interacting only with other central participants Numerous participants with a low number of connections exist The facilitator has not made an attempt to reply to un-responded posts or try to incorporate periphery participants within the discussion (Dawson, 2009) LAK2011

SNAPP: A Bird’s-Eye View of Temporal Participant Interaction Learning Activity Evaluation Social Network Analysis Content Analysis Social Network Analysis (SNA) provides insight into relationships and network density. Content Analysis (CA) conducted to determine quality of discourse. Can these techniques be automated? LAK2011

SNAPP: A Bird’s-Eye View of TemporalParticipant InteractionFuture Directions Content Analysis  Behavioural Coding  Supervised Machine Learning  Classification Problem  Support Vector Machine  Topic Modeling (Find Themes/Concepts)  Unsupervised Machine Learning  Clustering Problem LAK2011

SNAPP: A Bird’s-Eye View of TemporalParticipant InteractionBehavioural Coding• Classifying student messages to a coding scheme is tedious and time consuming• TagHelper tool assists with automating coding• Supervised Machine Learning algorithm (Support Vector Machine) is used• The ‘argumentative knowledge construction’ framework proposed by Weinberger and Fischer (2006) was used - coding scheme is made up of four process dimensions (participation, epistemic, argumentative and social mode)• Model is trained on a subset of data that has been classified by a human• Model can then be applied to new student discourse• Difficult to train a model – need open and shared datasetsRosé, C., Wang, Y., Cui, Y., Arguella, J., Fischer, F., Weinberger, A., et al. (2007). Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning. International Journal of Computer- Supported Collaborative Learning, 3(3), 237-272. LAK2011

SNAPP: A Bird’s-Eye View ofTemporal Participant InteractionTopic Modeling Algorithms  Non-negative Matrix Factorisation  Latent Dirichlet Allocation Benefits  Discover latent themes/concepts/topics  Cluster words and documents simultaneously  Documents and words can belong to multiple themes LAK2011

SNAPP: A Bird’s-Eye View of Temporal Participant Interaction  Non-negative Matrix Factorisation Term-Document Matrix • Post 1 Word 1 Word 2 Word n • Post 2 Post 1 1 0 2 Post 2 0 1 0 • Post 3 Post 3 0 1 1 Specify No Themes (k) Features Matrix Weights Matrix Word 1 Word 2 Word n Theme 1 Theme 2Theme 1 0.5 0 1 Post 1 1 0Theme 2 0 0.5 0 Post 2 0 1 Post 3 0 1 LAK2011

SNAPP: A Bird’s-Eye View of Temporal Participant Interaction Thematic Analysis with NMF and LDA  Converttext to term-document matrix  NMF produces  word-theme matrix  theme-document matrix  Allows theme overlap  Need to specify number of themes (k)  Allows for interactivity LAK2011

SNAPP: A Bird’s-Eye View of Temporal Participant Interaction Example• NMF used to analyse the discourse produced by 3 groups in a Distributed Leadership (Moodle LMS)• All groups were assigned the same topic but were only allowed to discuss the topic within their group assigned discussion forum• In comparing the main themes: • Some groups were discussing content that was more relevant and related to the task. • Two groups (FT1 and Dream-ITIN) focused on social networking tools and social software. The IMAGES group held a more relevant discussion on the implementation and usage of project and time management software.• The succinct summary provided by NMF forms the basis for intergroup knowledge sharing.Lambropoulos, N., Gourdin, A., & Bakharia, A. (2010). Distributed Leadership Collaboration Factors to Support Idea Generation in Computer Supported Collaborative eLearning. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, Accepted - In Press. LAK2011

SNAPP: A Bird’s-Eye View of Temporal Participant Interaction What is Apache Mahout  Open source  Machine Learning Java library  Scalable (Apache Hadoop)  Framework for developing, testing and deploying large-scale algorithms  Classification  Clustering  Recommendation  Evolutionary algorithms http://mahout.apache.org/ Linux Conf Aus 2011 Presentation Orchestrating the Intelligent Web - http://blip.tv/file/4732423 LAK2011

SNAPP: A Bird’s-Eye View ofTemporal Participant Interaction• Ms Aneesha Bakharia Python & Java Programmer ALTC eResearcher Centre for Educational Innovation and Technology University of Queensland Email: aneesha.bakharia@gmail.com Blog: http://www.randomsyntax.com• Dr Shane Dawson Director Arts ISIT University of British Columbia Email: sdawson@exchange.ubc.ca• Twitter: snappvis Visit http://research.uow.edu.au/learningnetworks/seeing LAK2011 Networked Learning Conference 2010

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SNAPP - Learning Analytics and Knowledge Conference 2011

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