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CAL2011 Discourse-Centric Learning Analytics Briefing

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CAL2011, April 2011, Manchester UK …

CAL2011, April 2011, Manchester UK
http://www.cal-conference.elsevier.com

Simon Buckingham Shum & Anna De Liddo

Open Learning Network Project
The Open University UK
(William & Flora Hewlett Foundation 2009-12)
http://people.kmi.open.ac.uk/sbs http://people.kmi.open.ac.uk/anna

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  • 1. CAL2011, April 2011, Manchester UKhttp://www.cal-conference.elsevier.comTowards Discourse-CentricLearning AnalyticsSimon Buckingham Shum & Anna De LiddoOpen Learning Network ProjectThe Open University UK(William & Flora Hewlett Foundation 2009-12)http://people.kmi.open.ac.uk/sbshttp://people.kmi.open.ac.uk/anna
  • 2. OLnet  is     searching  out  the   evidence  for     effec4ve  OER,   and  building  an     Evidence  Hub     —  a  living    map     by,  of  and  for   the  OER  movement  —   and  those  we  need   to  impact  http://www.flickr.com/photos/bartelomeus/4184705426/
  • 3. Phenomena of interestanalytics on qualitative aspects of discourse•  What is the impact/significance of this resource, or concept?•  Who is tackling this challenge?•  What claims are being made?•  What is the evidence to support this view?•  Who is building on whose work? ...analytics such as these are central to knowledge-building, but cannot be derived from unstructured discourse platforms (cf. CSCL/CSCA research esp. CSILE/KnowledgeForum: Scardamalia & Bereiter)
  • 4. OpenEd Evidence Hub (alpha): ci.olnet.orgcollective intelligence for the OER movement 4
  • 5. OpenEd Evidence Hub (alpha): ci.olnet.orgcollective intelligence for the OER movement 5
  • 6. Knowledge-building platform:h"p://cohere.open.ac.uk  Convergence of…web annotationsocial bookmarkingconcept mappingstructured debate 6
  • 7. Structured deliberation and debate in which Questions,Evidence and Connections are first class entities(linkable, addressable, embeddable, contestable…) 7  
  • 8. Structured deliberation and debate in which Questions,Evidence and Connections are first class entities(linkable, addressable, embeddable, contestable…) 8  
  • 9. Grounding nodes in Web resources (FFox extension)
  • 10. User-defined visual language:defaults provided... 10  
  • 11. OpenEd Evidence Hub:domain-specific language for types of OER Evidence Case Study Literature Analysis Story – Educator Story – Learner Experiment
  • 12. Discourse as a web of meaningfully connected nodes 12  
  • 13. Visualizing a discourse network— but unfiltered this may be unwieldy
  • 14. Semantic filter on a discourse network Visualizing  mul7ple  learners’   interpreta7ons  of  global  warming   sources     Connec7ons  have  been  filtered  by  a   set  of  seman7c  rela7onships   grouped  as  Consistency  De Liddo, A. and Buckingham Shum, S. (2010). Cohere: A prototype for contested collective intelligence. In: ACM Computer Supported Cooperative Work(CSCW 2010) - Workshop: Collective Intelligence In Organizations, February 6-10, 2010, Savannah, Georgia, USA. http://oro.open.ac.uk/19554
  • 15. An agent alerts you to new contributions of potential interest
  • 16. Conceptual   Social   Network   Network   Discourse   Network  
  • 17. Network topology analyticsNode size = centrality; Link width = frequency
  • 18. Analytics on a user’s use of node types
  • 19. Analytics on a user’s use of link types Neutral link type Positive link type Negative link typeDe Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L.(2011). Discourse-Centric Learning Analytics.Proc. 1st Int. Conf. Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011, Banff. Eprint: http://oro.open.ac.uk/25829
  • 20. Analytics on whether a user connects her ideas to others’Comparison  of  one’s  own  ideas  to  others   ideas Does the learner compare his/her own ideas to that of peers, and if so, in what ways?De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L.(2011). Discourse-Centric Learning Analytics.Proc. 1st Int. Conf. Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011, Banff. Eprint: http://oro.open.ac.uk/25829
  • 21. Analytics on whether a user acts as a broker, connecting broker:  connec4ng  oideas Link   other people’s ther  people’s  ideas   Does the learner act as a broker, connecting the ideas of his/her peers, and if so, in what ways?De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L.(2011). Discourse-Centric Learning Analytics.Proc. 1st Int. Conf. Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011, Banff. Eprint: http://oro.open.ac.uk/25829
  • 22. Next steps...•  Evaluation studies with students•  More active platform (eg. recommender)•  Automated rhetorical text analysis•  Rollout and evaluation of Open Edu Evidence Hub
  • 23. http://olnet.orghttp://cohere.open.ac.uk http://ci.olnet.org

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