Bodong Chen,1
Fan Ouyang,1
Yu-Hui Chang,1
& Wanying Zhou2
1
Curriculum & Instruction, University of Minnesota
2
College of...
Context
● Fully online
● Liberal education
● Writing intensive
Instructor Researcher
● How to promote forum participation?
● How to help students become more aware
and reflective of their participation?
(Kuh...
Social Learning Analytics
● Learning Analytics
(Siemens, 2012, 2013)
● Social Learning Analytics
(Buckingham Shum & Fergus...
CanvasNet
for students
1. Social engagement -- social network analytics
2. Conceptual engagement -- lexical analytics
Canvas
Forums
Google
Drive
Apps Script
CavasNet
Web app
Shiny App
R
Google Sheets R
API
Feedback Loop
Data Analytics
Sense...
Student reflections
Canvas
Forums
Student interactions
Canvas
Forums
Canvas API
Canvas
Forums
Google
Drive
Apps Script
Google Spreadsheet
CanvasNet
demo
A Pilot Study
● Useful?
● Usable?
● Did it foster social interactions?
● Did it facilitate quality of discussions?
Two sections (n = 39)
Data and Analyses
Questions Data Analyses
Useful?
Usable?
Student reflection Coding of usage/usefulness
and usability
Soci...
Results
Usefulness
monitor posting behaviors
setting participation goals
did not find it useful
Non-use (esp. Class B)
“CanvasNet ...
Usability
need for additional supports
(procedural & conceptual)
individual variation
“I did not really understand... The ...
Social
Interactions
● A vs B, Phase 1: B had higher
degree but also variation
● B, Phase 1 vs 2: decrease--degree;
increas...
Quality
(in progress)
A single case: S688
● argumentation
● reflection on the group
Lessons Learned
Keep it simple
Timing
Pedagogical alignments
Students as agents
(Slade, 2013)
Know. Make. Play.
(Thomas & Brown, 2011)
● Instructors in the new cultures of learning
● Supports for instructors (e.g., “...
Thank You!
chenbd@umn.edu
@bod0ng
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Fostering Engagement and Reflection through Social Learning Analytics

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A presentation at the 2016 Minnesota eLearning Summit

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Fostering Engagement and Reflection through Social Learning Analytics

  1. 1. Bodong Chen,1 Fan Ouyang,1 Yu-Hui Chang,1 & Wanying Zhou2 1 Curriculum & Instruction, University of Minnesota 2 College of Liberal Arts, University of Minnesota 2016 MN eLearning Summit * Minneapolis * July 28, 2016 Fostering Engagement and Reflection through Social Learning Analytics
  2. 2. Context
  3. 3. ● Fully online ● Liberal education ● Writing intensive Instructor Researcher
  4. 4. ● How to promote forum participation? ● How to help students become more aware and reflective of their participation? (Kuh, 2003)
  5. 5. Social Learning Analytics ● Learning Analytics (Siemens, 2012, 2013) ● Social Learning Analytics (Buckingham Shum & Ferguson, 2012) ○ Social learning ○ Analytics of/for learning ■ Social network analytics ■ Content analytics ■ … ○ Mostly built for instructors
  6. 6. CanvasNet for students 1. Social engagement -- social network analytics 2. Conceptual engagement -- lexical analytics
  7. 7. Canvas Forums Google Drive Apps Script CavasNet Web app Shiny App R Google Sheets R API Feedback Loop Data Analytics Sense-making
  8. 8. Student reflections Canvas Forums
  9. 9. Student interactions Canvas Forums
  10. 10. Canvas API Canvas Forums Google Drive Apps Script
  11. 11. Google Spreadsheet
  12. 12. CanvasNet demo
  13. 13. A Pilot Study ● Useful? ● Usable? ● Did it foster social interactions? ● Did it facilitate quality of discussions?
  14. 14. Two sections (n = 39)
  15. 15. Data and Analyses Questions Data Analyses Useful? Usable? Student reflection Coding of usage/usefulness and usability Social interactions Forum logs Social network analysis Quality of discussions Forum posts Coding of speaking behaviors
  16. 16. Results
  17. 17. Usefulness monitor posting behaviors setting participation goals did not find it useful Non-use (esp. Class B) “CanvasNet was actually interesting... So in the network summary, I can check how many [times I interacted] with a person.” “I figured out that I was the person who got the most comments... So I feel like I have to write comments to others.” “I really knew how much time, thought and energy I had put [in].”
  18. 18. Usability need for additional supports (procedural & conceptual) individual variation “I did not really understand... The big cloud [has] arrows pointing everywhere... I [am] not really sure about how those numbers are calculated...” S688: “In CanvasNet, I set up Date Range ... and found my ID on the Network map. This is really interesting and I have 32 replies for two months. My position on the network map is in the middle. In October period, my position is somewhat changed… ”
  19. 19. Social Interactions ● A vs B, Phase 1: B had higher degree but also variation ● B, Phase 1 vs 2: decrease--degree; increase--reciprocity
  20. 20. Quality (in progress) A single case: S688 ● argumentation ● reflection on the group
  21. 21. Lessons Learned Keep it simple Timing Pedagogical alignments
  22. 22. Students as agents (Slade, 2013)
  23. 23. Know. Make. Play. (Thomas & Brown, 2011) ● Instructors in the new cultures of learning ● Supports for instructors (e.g., “Learning Analytics Carpentry”)
  24. 24. Thank You! chenbd@umn.edu @bod0ng

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