Visualising activity in learning networks using open data and educational ...Michael Paskevicius
Delivered October13, 2011 in Cape Town South Africa at the 2011 Southern African Association for Institutional Research forum
Abstract
As more student academic activities involve both institutional and social networks, educational analysts are needing to investigate ways in which this data can be collected and interpreted to enhance learning experiences. Data recorded as students explore personal learning environments is most often not accessible or incomplete. Here we explore some of the approaches that exist to use these social networking platforms along with information from the learning management system and academic records. Combining and analysing this data has allowed us to create a number of interesting visualizations exposing patterns which would have been impossible to glean from looking at the data alone. In an age of data abundance we reflect on using some of these new measures in relation to improving learning design, increasing academic responsiveness and enhanced student experiences.
Visualising activity in learning networks using open data and educational ...Michael Paskevicius
Delivered October13, 2011 in Cape Town South Africa at the 2011 Southern African Association for Institutional Research forum
Abstract
As more student academic activities involve both institutional and social networks, educational analysts are needing to investigate ways in which this data can be collected and interpreted to enhance learning experiences. Data recorded as students explore personal learning environments is most often not accessible or incomplete. Here we explore some of the approaches that exist to use these social networking platforms along with information from the learning management system and academic records. Combining and analysing this data has allowed us to create a number of interesting visualizations exposing patterns which would have been impossible to glean from looking at the data alone. In an age of data abundance we reflect on using some of these new measures in relation to improving learning design, increasing academic responsiveness and enhanced student experiences.
Excerpt:
In academia, technology is progressing rapidly and ‘digitizing’ is the new excitement that gives butterflies to the researcher’s belly. Researchers are uploading and digitizing their fieldwork findings and productions, by uploading photos to databases, creating short films, uploading books onto personal websites, or creating websites for visual consultation of their fieldwork—to name a few virtual tools. But the most interesting aspect arising from this technological progression is the way in which the virtual world is becoming a space, more or less a tool for translation. It is crossing disciplinary fields, and as a result, this overlapping is affecting the methods used in research, even the way we think and work in academia. Academia is becoming more interdisciplinary, pushing the boundaries as the exchange of ideas, methods, discourse, resources, and fieldwork approaches is becoming more fluid. As an art historian trained in the humanities, and an anthropologist trained in the social sciences, I am encountering this daily with my own work, with other undergraduate and graduate students, and even professors, librarians, Image consultants, etc.
Thesis:
The perspective of researching the research is different from selecting a subject or topic that appears foreign, waiting for us researchers to uncover and dissect. But with every relationship, both ends need to be heard. In this sense my primary objective is to explore researcher’s tools in the virtual world and whether virtual, specifically digital, methods have the consequence of distance, or encourage intimacy between the researcher and the subject(s), the virtual and physical world, and between disciplinary fields.
Purpose/Objective:
This study will push boundaries between two disciplinary fields: anthropology and art history (social sciences and the humanities) through the research of virtual spaces that act as virtual tools for the research. This will be achieved primarily by creating a database and cataloging digital images. As fields are becoming more cross interdisciplinary, the virtual world is becoming the primary space for channeling that exchange of fieldwork, discourse, methods, resources, and theories.
To read more from this paper, email art historian, Madelyne Oliver, at:
madelyne.oliver@yahoo.com
Online-Ethnography : Penggunaan Facebook pada Multi-Sited Fieldwork dalam Pen...fujiriang
This slide of presentation written in Bahasa Indonesia is presented at Indonesian Scholar Talks in Den Haag talking about the methodological issue of using Facebook to be applied at Multi-Sited Fieldwork in the case of Suriname-Javanese Diasporic People in the Netherlands. The forum is held by Indonesian Student Associations, Indonesian embassy, and etc to mediate Indonesian scholars talking about their idea that can be contributed to the development of Indonesia.
This paper will present preliminary findings from an ongoing multi-sited ethnography investigating religious education teachers’ use of online social spaces. Looking particularly at the construction of RE teachers’ professional identities, the study focuses on two primary online social spaces: the TES RE Forum and the NATRE Facebook Page. However, also included, as secondary ethnographic sites within this multi-sited framework, are users’ schools and homes as a means of analyzing the interaction between the online and offline domains. The methodological approach is open and inductive, utilizing multiple data sources. The primary methods include: participant observation and analysis of online interactions; in depth narrative based online and offline interviews; analysis of networks; elite interviews; and analysis of RE/ religious discourses in the media.
Themes emerging from the fieldwork will be discussed in this paper. In particular, the neutrality of the online social spaces being studied will be questioned and the relationship between the agendas of parent companies and RE teachers’ online engagement and understandings of themselves and their subject will be explored. Additionally, Goffman’s image of ‘backstage’ in his framework of performance will be considered as having useful theoretical implications for an understanding of the place online social spaces play in RE teachers professional lives.
Lecture 3: Vocabularies & Data Formats on the Social Web (2014)Lora Aroyo
This is the third lecture in the Social Web course (2014) at the VU University Amsterdam. Visit the website for more information: http://thesocialweb2014.wordpress.com/
Lecture 5: Personalization on the Social Web (2014)Lora Aroyo
This is the fifth lecture in the Social Web course (2014) at the VU University Amsterdam. Visit the website for more information: http://thesocialweb2014.wordpress.com/
Jordan, K. (2015) Characterising the structure of academics’ personal networks on academic social networking sites and Twitter. Presentation at the Computers and Learning Research Group (CALRG) annual conference, The Open University, Milton Keynes, UK, 17th June 2015.
PREDICTING POPULARITY OF KOREAN CONTENTS IN ARAB COUNTRIES USING A DATA MININ...csandit
Recently, many people in the Middle East and North Africa enjoy watching a variety of Korean
contents such as Korean dramas, films, broadcasting programs and listening to Korean Pops.
The Korean wave refers to the phenomenon of Korean entertainment and popular culture
rolling over the world with TV dramas, films and pop music. Also it is known as "Hallyu "
literally meaning 'flow from Korea' in Korean. This study examines the analysis of pattern on
Arab countries (Middle East and North Africa) Consumers' consumption of the Korean
Contents using social media, Facebook data. Then we focus on developing Predictive System
using a Data Mining Technique.
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
CPUT Fundani TWT - 22 May 2014
Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced.
Excerpt:
In academia, technology is progressing rapidly and ‘digitizing’ is the new excitement that gives butterflies to the researcher’s belly. Researchers are uploading and digitizing their fieldwork findings and productions, by uploading photos to databases, creating short films, uploading books onto personal websites, or creating websites for visual consultation of their fieldwork—to name a few virtual tools. But the most interesting aspect arising from this technological progression is the way in which the virtual world is becoming a space, more or less a tool for translation. It is crossing disciplinary fields, and as a result, this overlapping is affecting the methods used in research, even the way we think and work in academia. Academia is becoming more interdisciplinary, pushing the boundaries as the exchange of ideas, methods, discourse, resources, and fieldwork approaches is becoming more fluid. As an art historian trained in the humanities, and an anthropologist trained in the social sciences, I am encountering this daily with my own work, with other undergraduate and graduate students, and even professors, librarians, Image consultants, etc.
Thesis:
The perspective of researching the research is different from selecting a subject or topic that appears foreign, waiting for us researchers to uncover and dissect. But with every relationship, both ends need to be heard. In this sense my primary objective is to explore researcher’s tools in the virtual world and whether virtual, specifically digital, methods have the consequence of distance, or encourage intimacy between the researcher and the subject(s), the virtual and physical world, and between disciplinary fields.
Purpose/Objective:
This study will push boundaries between two disciplinary fields: anthropology and art history (social sciences and the humanities) through the research of virtual spaces that act as virtual tools for the research. This will be achieved primarily by creating a database and cataloging digital images. As fields are becoming more cross interdisciplinary, the virtual world is becoming the primary space for channeling that exchange of fieldwork, discourse, methods, resources, and theories.
To read more from this paper, email art historian, Madelyne Oliver, at:
madelyne.oliver@yahoo.com
Online-Ethnography : Penggunaan Facebook pada Multi-Sited Fieldwork dalam Pen...fujiriang
This slide of presentation written in Bahasa Indonesia is presented at Indonesian Scholar Talks in Den Haag talking about the methodological issue of using Facebook to be applied at Multi-Sited Fieldwork in the case of Suriname-Javanese Diasporic People in the Netherlands. The forum is held by Indonesian Student Associations, Indonesian embassy, and etc to mediate Indonesian scholars talking about their idea that can be contributed to the development of Indonesia.
This paper will present preliminary findings from an ongoing multi-sited ethnography investigating religious education teachers’ use of online social spaces. Looking particularly at the construction of RE teachers’ professional identities, the study focuses on two primary online social spaces: the TES RE Forum and the NATRE Facebook Page. However, also included, as secondary ethnographic sites within this multi-sited framework, are users’ schools and homes as a means of analyzing the interaction between the online and offline domains. The methodological approach is open and inductive, utilizing multiple data sources. The primary methods include: participant observation and analysis of online interactions; in depth narrative based online and offline interviews; analysis of networks; elite interviews; and analysis of RE/ religious discourses in the media.
Themes emerging from the fieldwork will be discussed in this paper. In particular, the neutrality of the online social spaces being studied will be questioned and the relationship between the agendas of parent companies and RE teachers’ online engagement and understandings of themselves and their subject will be explored. Additionally, Goffman’s image of ‘backstage’ in his framework of performance will be considered as having useful theoretical implications for an understanding of the place online social spaces play in RE teachers professional lives.
Lecture 3: Vocabularies & Data Formats on the Social Web (2014)Lora Aroyo
This is the third lecture in the Social Web course (2014) at the VU University Amsterdam. Visit the website for more information: http://thesocialweb2014.wordpress.com/
Lecture 5: Personalization on the Social Web (2014)Lora Aroyo
This is the fifth lecture in the Social Web course (2014) at the VU University Amsterdam. Visit the website for more information: http://thesocialweb2014.wordpress.com/
Jordan, K. (2015) Characterising the structure of academics’ personal networks on academic social networking sites and Twitter. Presentation at the Computers and Learning Research Group (CALRG) annual conference, The Open University, Milton Keynes, UK, 17th June 2015.
PREDICTING POPULARITY OF KOREAN CONTENTS IN ARAB COUNTRIES USING A DATA MININ...csandit
Recently, many people in the Middle East and North Africa enjoy watching a variety of Korean
contents such as Korean dramas, films, broadcasting programs and listening to Korean Pops.
The Korean wave refers to the phenomenon of Korean entertainment and popular culture
rolling over the world with TV dramas, films and pop music. Also it is known as "Hallyu "
literally meaning 'flow from Korea' in Korean. This study examines the analysis of pattern on
Arab countries (Middle East and North Africa) Consumers' consumption of the Korean
Contents using social media, Facebook data. Then we focus on developing Predictive System
using a Data Mining Technique.
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
CPUT Fundani TWT - 22 May 2014
Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced.
Working with Social Media Data: Ethics & good practice around collecting, usi...Nicola Osborne
Slides from a workshop delivered for the University of Edinburgh Digital Scholarship programme, on 18th October 2017. For further information on the programme see: http://www.digital.cahss.ed.ac.uk/ or #DigScholEd. If you are interested in hosting a similar workshop, or adapting these slides please contact me: nicola.osborne@ed.ac.uk.
Mobile LMS and Pedagogical Uses for Social Mediatbirdcymru
Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
Opening/Framing Comments: John Behrens, Vice President, Center for Digital Data, Analytics, & Adaptive Learning Pearson
Discussion of how the field of educational measurement is changing; how long held assumptions may no longer be taken for granted and that new terminology and language are coming into the.
Panel 1: Beyond the Construct: New Forms of Measurement
This panel presents new views of what assessment can be and new species of big data that push our understanding for what can be used in evidentiary arguments.
Marcia Linn, Lydia Liu from UC Berkeley and ETS discuss continuous assessment of science and new kinds of constructs that relate to collaboration and student reasoning.
John Byrnes from SRI International discusses text and other semi-structured data sources and different methods of analysis.
Kristin Dicerbo from Pearson discusses hidden assessments and the different student interactions and events that can be used in inferential processes.
Panel 2: The Test is Just the Beginning: Assessments Meet Systems Context
This panel looks at how assessments are not the end game, but often the first step in larger big-data practices at districts/state/national levels.
Gerald Tindal from the University of Oregon discusses State data systems and special education, including curriculum-based measurement across geographic settings.
Jack Buckley Commissioner of the National Center for Educational Statistics discussing national datasets where tests and other data connect.
Lindsay Page, Will Marinell from the Strategic Data Project at Harvard discussing state and district datasets used for evaluating teachers, colleges of education, and student progress.
Panel 3: Connecting the Dots: Research Agendas to Integrate Different Worlds
This panel will look at how research organizations are viewing the connections between the perspectives presented in Panels 1 and 2; what is known, what is still yet to be discovered in order to achieve the promised of big connected data in education.
Andrea Conklin Bueschel Program Director at the Spencer Foundation
Ed Dieterle Senior Program Officer at the Bill and Melinda Gates Foundation
Edith Gummer Program Manager at National Science Foundation
UCISA Learning Anaytics Pre-Conference WorkshopMike Moore
UCISA Learning Analytics Pre-Conference Workshop
Mike Moore - Sr. Advisory Consultant - Analytics
Desire2Learn, Inc.
UCISA Conference 2014, Brighton, UK
Presented Mar 26, 2014
"Undergrad ecologists aren't learning data management" - ESA 2013Carly Strasser
Presentation for Ecological Society of America 2013 Meeting in Minneapolis, MN on 6 August 2013. Results published in Ecosphere doi: 10.1890/ES12-00139.1
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Global Citizenship badges: Using gamification to recognize non-formal learnin...Andrew Deacon
Presented at the 15th Annual Conference on World Wide Web Applications, Cape Town, September 2013
The University of Cape Town offers a co-curricular Global Citizenship programme providing students with opportunities to engage critically with contemporary global debates and reflect on issues of citizenship and social justice. The required learning activities include writing blog posts on the course site, participating in voluntary community service and creating small campaigns on campus. While there is enthusiastic engagement with activities, it remains challenging to monitor and assess student participation. Additionally these learning experiences are sufficiently different to academic courses that students remark on the difficulties in knowing what is being required. Over the past four years we have developed a successful learning environment for the programme and now needed to consider a redesign. A widely discussed strategy to acknowledge skills and achievements developed through informal learning involves the use of badges and related gamification ideas. Badges can provide a focus and motivation, and provide a mechanism to help compile a portfolio of evidence. Gamification involves using game-thinking and game mechanics in a non-game context to engage people. These are typically employed to increase motivation and participations. We draw on experience redesigning a Global Citizenship short course to explore the emerging design process and the possible applications and limitations of gamification to recognise informal learning in a university context. The Appreciative Inquiry stages guided the engagement with tutors and lecturers to enhance what is already being done well in the Global Citizenship programme.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Learning Analytics
ways of visualising educational data
Andrew Deacon
Centre for Educational Technology
University of Cape Town
CET Seminar 2012
2. Outline
• Understandings of learning analytics
• Data landscape of learning
• Toolsets and reproducible research
• Looking for trends in large datasets
• Visualizing data beyond dashboards
• Future scenarios
4. Learning Analytics
The measurement, collection, analysis
and reporting of data about learners
and their contexts, for purposes of
understanding and optimising learning
and the environments in which it
occurs.
Learning Analytics 2011 Conference, https://tekri.athabascau.ca/analytics
6. What foundations fund
• Bill & Melinda Gates Foundation
http://www.gatesfoundation.org
• Kresge Foundation
http://www.kresge.org
• Michael & Susan Dell Foundation
http://www.msdf.org
And what gets little support
7. Educational data landscape
Institutional Individual
Institutional data Social media Personal Learning
& learning environments & social learning Environments (PLE)
• ERP Systems
• Historical performance data
• Learning management system data
• Libraries
• School application data
• Turnitin Reports
• Demographics
Data is Data is Data is
• Accessible • Restricted • Almost unattainable
• Can identify individuals • Difficult to link to • Difficult to link to individuals
individuals
8. Reproducible Research
• Conducting analyses such that:
– code transforms raw data and meta-data
– code runs analyses on this processed data
– code incorporates this analyses into a report
• Sharing allows other to:
– confirm the correctness of the analyses
– do analyses not reported by original researchers
10. Purdue University's Course Signals
• Early warning signs
provides intervention to
students who may not
be performing well
• Marks from course
• Time on tasks
• Past performance Source:
http://www.itap.purdue.edu/learning/tools/signals
11.
12. Students’ use of Vula in a course
Submission of
assignments
Polling of
students
Site visits
Content
accessed
Chat room
activity
Sectioning
of students
15. Words used by Lecturers vs Students
Marks;
thanks;
‘Weiten’ – test;
textbook Tut;
author guys
Week;
pages
Used more by Used more by
Lecturers/tutors Students
20. Experiment:
Concept Mapping or Retrieval Practice
J D Karpicke, J R Blunt Science 2011;331:772-775
Published by AAAS
21. If our aim is to understand people’s
behaviour rather than simply to record
it, we want to know about primary
groups, neighbourhoods, organizations,
social circles, and communities; about
interaction, communication, role
expectations, and social control.
Allen Barton, 1968, cited in Freeman (2004)
Source: CC BY-SA 3.0
22. UCT and social media
• Prominent links to:
– Facebook
– Flickr
– LinkedIn
– YouTube
23. Twitter: UCT chatter
• Six months of data (April – Sept 2011)
• Tweets including a UCT hashtag or text
#UCT, #Ikeys, University of Cape Town, …
• Attributes; how tweets are amplified
• Just over 5,000 tweets
Cannot capture every tweet on the topic
And some data cleaning required
31. Correlation and causation
• Correlation does not imply causation
– Covariation is a necessary but not a sufficient
condition for causality
– Correlation is not causation
(but could be a hint)
32. Future scenarios
• Research requiring
– More detailed institutional data sets
– Analysis including social media & PLE data
– Modelling and predicting success
– Reproducible research
– Ethical considerations
• Visualisations and multivariant analysis
– Deepening understandings
– Making information more accessible
34. Software references
• Gephi – network analysis, data collection
• NodeXL – network analysis, data collection
• TAGS – data collection (Google Doc)
• Word cloud – R package (wordcloud)
• Geo-location map – R package (RgoogleMaps)
• Excel – spreadsheet, charts
• SPSS – statistical analysis, graphs
35.
36. Literature references
• Baker, S.J.D., Yacef, K. (2009) The State of Educational Data Mining in 2009:
A Review and Future Visions:
http://www.educationaldatamining.org/JEDM/images/articles/vol1/issue1
/JEDMVol1Issue1_BakerYacef.pdf
• Freeman, C. (2004) The Development of Social Network Analysis: A Study
in the Sociology of Science. Empirical Press: Vancouver, BC Canada.
• Fritz, J. (2011) Learning Analytics. Presentation prepared for Learning and
Knowledge Analytics course 2011
(LAK11). http://www.slideshare.net/BCcampus/learning-analytics-fritz
• Kirschner, P.A., Karpinski, A.C. (2010) Facebook and academic
performance. Computers in Human Behavior, 26: 1237-1245.
• Dawson, S. 2010. ‘Seeing’ the learning community: An exploration of the
development of a resource for monitoring online student networking.
British Journal of Educational Technology, 41(5), 736-752.
37. Draws from a presentation at SAAIR 2011:
“Visualising activity in learning networks using
open data and educational analytics”
by Andrew Deacon and Michael Paskevicius