What they did really do with the social software and mobile devices? A temporal analysis of long-term technology mediated collaboration.
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

What they did really do with the social software and mobile devices? A temporal analysis of long-term technology mediated collaboration.

on

  • 712 views

 

Statistics

Views

Total Views
712
Views on SlideShare
711
Embed Views
1

Actions

Likes
0
Downloads
2
Comments
0

1 Embed 1

http://www.jarilaru.eu 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

What they did really do with the social software and mobile devices? A temporal analysis of long-term technology mediated collaboration. Presentation Transcript

  • 1. "Exploring methodological approaches to conduct process analysis in fragmented, long-duration collaboration mediated by multiple artifacts." Jari Laru Learning & Educational Technology Research Unit University of Oulu 10/2009
  • 2. Pedagogical design.. Course wiki & Blog (announcements; schedules; lecture materials; workspaces; helpdesk) Media-sharing services Theoretical grounding Blog Wiki Individual virtual work Media Reflection, Constructing Collaborative Lecture Grounding session Meaning-making session virtual work Media Reflection, Constructing Theoretical Groups’ grounding grounding Elaborating Constructing Media Reflection, Constructing Media Reflection, Constructing Syndication service via RSS Monitoring = Face-to-Face sessions
  • 3. led to messy data.. RSS Feeds RSS Feeds Media Media Media Reflection, Theoretical Theoretical Media Media Constructing grounding grounding Media pre-test Media Media (conceptual Media Reflection, SRI Theoretical Theoretical Elaborating Constructing post test knowledge) Constructing interviews grounding grounding Media Media + questionnaire Media Media Media Reflection, Theoretical Theoretical Constructing grounding grounding Media time Event level media video lecture video media Blog content video Wiki history artefacts recordings topics recordings artefactsmonitored recordings content Variable level statistical Conversation Content Content Content Content Conversation Content statistical conversation methods analysis analysis analysis analysis analysis analysis analysis methods analysis Ouput: a lot of different kind of frequency data a la coding categories, log data, conceptual test etc statistical methods used to calculate dependencies or probabilities between variables
  • 4. Research problem was and is uh..challenging What they did really do with the social software and mobile devices? A temporal analysis of long-term technology mediated collaboration.
  • 5. Methodological skills oriented my interests towards variable level approach • Content Analysis • Social Network Analysis • Conversation Analysis Variable level • Mann-Whitney U-test • etc..
  • 6. Well, what’s the problem with variable data?
  • 7. Variable level We werent’ only using MULTIPLE tools.. Blog Wiki but we also had different kind of F2F settings in different phases
  • 8. Actually results lived in data archipelago, were small (or big)islands there
  • 9. Having a holistic approach into analysis and design, it was little bit too tricky to start..
  • 10. Event level Ishikawa diagrams (also called fishbone diagrams or cause-and-effect diagrams) FA IL First event-level try-out. No success. No methodological bacground. FAIL
  • 11. Event level A Framework for Analyzing Interactional Processes in Online Learning Daniel Suthers, Nathan Dwyer, Richard Medina, Ravi Vatrapu (2007). Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, April 9-13, 2007. FA IL Too instrumental & multi-widget-chat tool orientation (several presentations at CSCL’09)
  • 12. What’s next? • Didn’t found appropriate methodological Event level literature of event level analysis • wrong terminology used (didn’t know) WEB2.0 / Social WEB • this terminology didn’t help neither • Methodologically exteremely heterogenous area
  • 13. Variable level approach was chosen.. Appropriate coding categories? Blog Wiki FA IL K O
  • 14. Cress & Kimmerle (2008) A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105–122. Basic categories: “Besides assimilating information the wiki can also accommodate. This happens when new information is not only attached to the existing information, but the information in the wiki is organized in a new way.” O K
  • 15. Problem remains Blog Wiki Other L L FAI FAI Data Data Data Scheme Scheme Scheme Variables Variables Variables
  • 16. Analytical toolkit for time-series data MISSING Wiki: timetags are essential. No way to import into NVIVO8 Blogs: cumulative nature and “metadata” essential. No way to import into NVIVO8 WHERE IS A TOOL FOR ANALYSING HETEROGENOUS, MULTITOOL TIME-SERIES DATA? Answer: Tatiana! (CSCL 09)
  • 17. TIME IS RUNNING! New tryout with variable level approach • How to measure dependencies between (all) variables??! • Petri Nokelainen visited our group: IDEA! Bling!
  • 18. Bayesian dependency modeling • SRL Self-report questionnaire (Pintrich, 1993; Wolters, 2001) • Short-answer (paper & pencil) conceptual knowledge test – 3 x 6 concepts (about lectures), same in pre/post tests • Basic activity measures as “log data” – # of images/videos (file-sharing services) – # of articles/edits (blog, wiki) – # of wordcount (blog, wiki, face-to-face sessions) – # of items (rss) • Qualitative data collection for other analyses (stimulated recall interviews, group interviews, content produced by learners, wiki history) • Statistical dependencies between the variables were studied with Bayesian Dependency Modeling (BDM), which predicts the most probable statistical dependency structure between the observed variables (Myllymäki, Silander, Tirri & Uronen, 2002). • B-Course: A Web-Based Tool for Bayesian and Causal Data Analysis was used as a analysis toolkit • Bayesian analysis is based on propabilities instead of frequencies (Nokelainen, Silander, Ruohotie, Tirri, 2007) var 1 var 2 B-Course
  • 19. 19 Are learners’ actions in the web2.0 tools and F2F sessions related to their learning outcomes? wiki Learning outcome “monitor” Syndication service direct dependencies: Learning gain: - RSS_Read (# of read RSS items) FA IL => Monitor - WP_Entries (# of blog entries) => Reflector wiki mediasharing “reflector” Some arcs are pretty strong, so that removing any of them would result in a model with probability less: * than one millionth of that of the original model blog ** than one thousandth of that of the original model LET - Learning and Educational Technology Research Unit *** smaller than one thousandth (weak connection) Jari Laru. 27.8.09 ERLI09, Amsterdam
  • 20. 20 WHY IT WAS DOOMED TO BE A FAIL? • Bayesian approach provided only surface level analysis: –deep insight into collaborative interaction in F2F groups, wikis & blogs missing –order, duration and quality of events: eg. lecture > F2F > image/video > blog reflection > F2F > Wiki • Interesting question “How learning unfolds over time” wasn’t answered at all.. • Didn’t support design of the study! LET - Learning and Educational Technology Research Unit Jari Laru. 27.8.09 ERLI09, Amsterdam
  • 21. OOPS!
  • 22. What’s next?
  • 23. What I had on my hands after Bayesian? • Analytical toolkit: Tatiana • Some coding schemes which didn’t stretch over the whole design • Some methodological hints about event based approach.. • Intuition that event based approach is “my way”
  • 24. Task level Narrative and learning with web2.0 technologies: towards a research agenda. Pachler & Daly (2009). Journal of Computer Assisted Learning. 25, 6-18 •Narrative trails (+) •Sense-making (+) •Blog centric (-) •vague understanding of collaboration (-) (commenting in blogs) •Holistic approach?.. m m e ll..h W
  • 25. Missing piece is .. Missing piece
  • 26. Time is precious:Variable- and event-centred approaches to process analysis in CSCL research. (2009) Computer-Supported Collaborative Learning (2009). 4:239-257 Methodological link Mercer (2008) et. al Muukkonen et. al Suther et. al (2007) communication & (2008) graphical techniques learning in classroom Time series analysis Central tenet: “methods developed in conversation analysis and ethnomethodology...do not carry over to interactions that are fragmented over time, stretch over longer durations, or are mediated by artifacts rather than talk” pp.241
  • 27. Process method should.. (Reimann, 2009) • a process method should, in addition to efficient cause (typical for event approach), be able to deal with at least two other kinds of causes: • formal cause, referring to the patterns of which things are made • final cause, the end for which things are made [goal, in our study: wiki]
  • 28. One coding scheme to evaluate interpersonal exchange • Mercer, N. (2008). The seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis. The Journal of Learning Sciences, 17: 33-59 • Focus of article is on examining long-term classroom talk and how it’s used to: • represent past experiences • carry ideas forward from one occasion to another • approach future activities • achieve learning outcomes
  • 29. I propose an applied approach for Mercer • To evaluate interactions that are mediated by artifacts or than talk and can be categorized according Mercer: • represent past experiences [for example: in personal blog, or F2F discussions] • carry ideas forward from one occasion to another [photo => blog, or peer blog => own blog etc.] • approach future activities [design groups’ / individual activities] • achieve learning outcomes [troughout the design]
  • 30. Unit of analysis in my research • Main entities are individuals and groups • events are constrained to those incidents in which either individuals or groups can participate • Focus will be put on the sequences of activities, incidents, crises, or stages that unfold in the groups over the duration of the course
  • 31. led to messy data.. RSS Feeds RSS Feeds Media Media Media Reflection, Theoretical Theoretical Media Media Constructing grounding grounding Media pre-test Media Media (conceptual Media Reflection, SRI Theoretical Theoretical Elaborating Constructing post test knowledge) Constructing interviews grounding grounding Media Media + questionnaire Media Media Media Reflection, Theoretical Theoretical Constructing grounding grounding Media time Event level media video lecture video media Blog content video Wiki history artefacts recordings topics recordings artefactsmonitored recordings content Variable level statistical Conversation Content Content Content Content Conversation Content statistical conversation methods analysis analysis analysis analysis analysis analysis analysis methods analysis Ouput: a lot of different kind of frequency data a la coding categories, log data, conceptual test etc statistical methods used to calculate dependencies or probabilities between variables