Lessons Learned from Conducting Group-Based Research on Facebook
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This document summarizes research on conducting group-based studies online using Facebook groups. Researchers recruited participants from rare disease communities on Facebook and conducted a 22-week asynchronous online study using a private Facebook group. Participants engaged in 11 discussion activities and researchers analyzed interactions. Key lessons learned included building rapport during recruitment, obtaining informed consent electronically, allowing socialization separate from activities, and being mindful of multiple data collection methods. The researchers propose iterating this approach with other populations and stages of design research.
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Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
Using Moodle and Big Blue Button for Engaging Learners in Online Discussion
The document discusses the Engaging Learners in Online Discussion (ELOD) professional development course for online tutors at Open Universities Australia. It provides an overview of ELOD, including its goals of adopting a social constructivist approach to develop tutoring skills through online interaction and reflection. The summary describes how ELOD is run over 4 weeks and 10 hours, using Moodle and asynchronous discussion forums. It also highlights feedback which found ELOD informative and effective at improving understanding of online tutoring.
ONLINE RESOURCES TO SUPPORT DISSERTATION STUDENTS
The document summarizes a study that piloted the use of online resources through Blackboard to support international postgraduate dissertation students. A variety of resources were made available to students at key milestones and a focus group/questionnaire evaluated the approach. The resources included a dissertation planner, e-tivities, FAQs, quizzes and screencasts. The study found that screencasts helped language skills and e-tivities allowed students to see peers' work. Those using quizzes felt they answered questions on ethics and plagiarism. The resources appeared to foster some independence, though more supervisor interaction was wanted. The blended learning approach merits further investigation.
Writing with Dr. Lowenthal #humanmooc Chapter
This document summarizes Whitney Kilgore's experience collaborating on a book chapter with Dr. Patrick Lowenthal about an experiment in social presence in an online course. The chapter discusses the design of the 4-week MOOC course aimed at promoting social presence using the Community of Inquiry framework. It provides results from a survey of 56 participants which showed high social presence, though some felt less comfortable disagreeing. The conclusion notes the value of the professional development experience for improving online pedagogy.
1©McGraw-Hill Education. All rights reserved. Authorized o
1
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Chapter One:
Introduction
to the Field of
Organizational Behaviour
©McGraw-Hill Education.
Shopify
Ottawa-based Shopify is a rapidly growing technology
success story due to its focus on teamwork, employee
motivation, organizational culture, and other effective
organizational behaviour practices.
© Shopify
©McGraw-Hill Education.
Organizational Behaviour and Organizations
© Shopify
Organizational behaviour
• Studies what people think,
feel, and do in and around
organizations
Organizations
• Groups of people who work
interdependently toward
some purpose
• Collective entities
• Collective sense of purpose
2
©McGraw-Hill Education.
Importance of OB
© Shopify
OB helps people in all jobs:
• Comprehend and predict
workplace events
• Adopt more accurate
personal theories
• Influence organizational
events
Vital to the organization’s
survival and success
• Predicts firm’s performance
• Predicts hospital quality
• OB concepts are positive
screens in investment
decisions
©McGraw-Hill Education.
Technological Change
Long history as a disruptive force in organizations
Effects of technological change
• Higher productivity, but displaces employees/occupations
• Alters work relationships and behaviour patterns
• Improves health and wellbeing
Effects of information technology
• Greater employee voice to executives
• Less work-nonwork separation, less attention span, more
techno-stress
©McGraw-Hill Education.
Globalization
Economic, social, and cultural connectivity with people
in other parts of the world
Due to better information technology and
transportation systems
Effects of globalization on organizations
• Larger markets, lower costs, more knowledge
• Affects teamwork, diversity, cultural values, leadership
• Increases work intensification, reduces job security
3
©McGraw-Hill Education.
Emerging Employment Relationships
Due to technology, globalization, etc.
• Longer hours, less work-nonwork separation
Work-life balance -- degree of conflict between work
and nonwork demands
Remote work
• Working at client sites (e.g. repair technicians)
• Teleworking (telecommuting) – working from home
©McGraw-Hill Education.
Remote/Telework Benefits and Problems
Remote/Telework Benefits
• better work-life balance
• valued work benefit
• higher productivity
• better for the environment
• lower real estate costs for company
Remote/Telework Disadvantages
• more social isolation, less co-worker interaction
• less informal communication to help career advancement
• lower team cohesion, weaker organizational culture
Remote work benefits depends on person, job, firm
©McGraw-Hill Education.
Increasing Workforce Diversity
Surface-level vs. deep-level diversity
Consequences of diversity
...
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"
This panel discussed learning analytics and learning sciences. Janice Gobert discussed problems with standardized tests and how interactive labs have assessment potential but challenges. Chris Dede discussed his research on immersive learning using virtual reality and challenges assessing open-ended environments. Taylor Martin discussed how microgenetic research and learning analytics can improve data collection and analysis. Carolyn Rose discussed using conversational data and a new theoretical framework analyzing social processes and distances. The panel addressed if these methods lead to improved standardized test scores, with Janice and Chris noting validity issues with standardized tests and that these methods improve deeper learning over rote memorization.
Introduction to Personal Digital Inquiry in Grades K-8
The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
Personal Digital Inquiry: Connecting Learners in Ways That Matter
Julie Coiro & Jill Castek: Framing Keynote to the Summer Institute in Digital Literacy 2017 at the University of Rhode Island
PhD Presentation: "Supporting collaborative learning among Cuban university s...
PhD Presentation: "Supporting collaborative learning among Cuban university s...Centro de Estudios de Energía y Procesos Industriales
ICT are transforming Cuban higher education towards the adoption of blended-learning and distance learning. This dissertation focuses on investigating the effectiveness of using social software to support collaborative learning in a Cuban university. Five studies were conducted within three phases that included diagnostic, integration and validation of the social software that was used to support collaborative learning. A didactic model was created to integrate social software within Cuban teaching and learning in higher education. Social Network Analysis and content analysis were used to evaluate the effectiveness of social software to support students' learning through their collaborative learning relationships and through their posts in wiki pages and online discussions. Statistical analysis was used to evaluate students' self-efficacy as a measure of their achievements in social software-supported collaborative learning. The findings confirmed social software’s suitability to support collaborative learning, as it increased collaborative learning's effectiveness, compared to face-to-face collaborative learning. Specific findings were revealed for the use of wikis and online discussions within teaching and learning, which are extendable to other social software tools. A didactic model to integrate social software in Cuban teaching and learning, as well as a framework to analyse students' interactions, were used for first time and validated to extend its use among Cuban university stakeholders.First Hand Learning: Group 1
The document discusses a problem that First Hand Learning, a nonprofit that promotes science education, is facing with declining student engagement in their after-school programs. It proposes surveying students to understand why engagement is dropping and how to make the programs more interesting. A sample survey is designed with questions about students' enjoyment of science activities and the after-school program. Implementing the surveys revealed challenges getting accurate feedback due to variables like students' ages and pressures, and limitations in surveying all target students. In the end, the results were incomplete due to issues in execution and may not fully explain the engagement problem.
What supports students to stay at university?
This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
0- session 3 (1).pdf
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
I felt I knew everybody, by Chrissi Nerantzi (APT Conference, University of G...
Learner experiences in an open cross-institutional CPD course for teachers in HE
APT Conference: Connected Learning in an Open World, University of Greenwich, 8 July 2014
Social Side of Research CARL 2014
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
Vocce action research
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
"It is cool learning together" Is it? HEA Conference Contribution, 2-3 July 2014
This document summarizes a presentation given by Chrissi Nerantzi exploring collaborative learning in an open professional development course for teachers in higher education called FDOL. The presentation discussed insights from learners in the FDOL course, benefits and challenges of collaborative learning. It provided an overview of the FDOL course structure and findings from initial surveys of participants that highlighted values of collaboration, flexibility and peer learning. Preliminary thematic analysis of interview data with FDOL participants revealed themes of commitment, cultural diversity, challenges of time management and technology, and value of small group work and facilitator support.
Towards a cross boundary collaborative open learning framework latest
PhD viva preparation resources put together by Chrissi Nerantzi
The viva took place on the 8th of September 2017
Personal Learning Environments (PLE) Tallinn PLE Conference 2014
This presentation took place at the 5th International Conference on Personal Learning Environments http://pleconf.org/2014/ in Tallinn, Estonia
Action research
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
Similar to Lessons Learned from Conducting Group-Based Research on Facebook (20)
Using Moodle and Big Blue Button for Engaging Learners in Online Discussion
Using Moodle and Big Blue Button for Engaging Learners in Online Discussion
1©McGraw-Hill Education. All rights reserved. Authorized o
1©McGraw-Hill Education. All rights reserved. Authorized o
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"
Introduction to Personal Digital Inquiry in Grades K-8
Introduction to Personal Digital Inquiry in Grades K-8
Personal Digital Inquiry: Connecting Learners in Ways That Matter
Personal Digital Inquiry: Connecting Learners in Ways That Matter
PhD Presentation: "Supporting collaborative learning among Cuban university s...
PhD Presentation: "Supporting collaborative learning among Cuban university s...
I felt I knew everybody, by Chrissi Nerantzi (APT Conference, University of G...
I felt I knew everybody, by Chrissi Nerantzi (APT Conference, University of G...
"It is cool learning together" Is it? HEA Conference Contribution, 2-3 July 2014
"It is cool learning together" Is it? HEA Conference Contribution, 2-3 July 2014
Towards a cross boundary collaborative open learning framework latest
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Personal Learning Environments (PLE) Tallinn PLE Conference 2014
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Lessons Learned from Conducting Group-Based Research on Facebook
- 1. LESSONSLEARNEDFROMCONDUCTING GROUP-BASEDRESEARCHONFACEBOOK Haley MacLeod1 Ÿ Ben Jelen1 Ÿ Annu Prabhakar1 Ÿ Lora Oehlberg2 Ÿ Katie Siek1 Ÿ Kay Connelly1 1 School of Informatics and Computing, Indiana University 2 Department of Computer Science, University of Calgary @haley_macleod www.haleymacleod.com
- 2. Human Centered Research Methods Interviews Focus Groups Diary Studies Photo Elicitation Design Workshops Role-Playing Card Sorting Collages Guided Tours Observations
- 3. Collocated studies are not always possible.
- 4. Rare Disease Populations • <0.05% • Geographically distributed • Very active on social media, especially Facebook
- 5. One Option: Remote Interviews Instant Messaging (Voida et al. 2004, Dimond et al. 2012) Telephone (Dimond et al. 2012) Video Conference (Hillman et al. 2015) Email (Dimond et al. 2012)
- 6. We need ways of conducting group based research online.
- 7. Asynchronous Remote Communities (The ARC Method)
- 8. Today’s Talk: • What we did • What we learned
- 9. Today’s Talk: • What we did • What we learned
- 10. Recruitment
- 13. Procedure • Private Facebook group
- 14. Procedure • Private Facebook group • 5 day introduction period
- 15. Procedure • Private Facebook group • 5 day introduction period • 22 weeks
- 16. Procedure • Private Facebook group • 5 day introduction period • 22 weeks • 11 activities
- 17. For 24 hours, I’d like you to keep track of interactions you have with other people about your disease. Make a note of: • Who you talked to (could be people on Facebook, your friends or family, medical providers, etc.), • How your talked to them (online, on the phone, in person, etc.) • A brief description of what you talked about and how you felt about it. DiaryStudy
- 19. ok, i am not able to even get up and get my act together to do this activity, following surgery, but I can explain mine…
- 21. Post Study • Group continues to exist • Sharing research updates • Review drafts of papers
- 22. Today’s Talk: • What we did • What we learned
- 23. Pre-Study Interactions Recruitment We recommend taking the time to build a strong rapport with members of groups used for recruiting before, during, and after the study, following not only best practices for recruiting, but also good practices for maintaining those relationships at the conclusion of the study.
- 24. Pre-Study Interactions Informed Consent We recommend investigating alternative methods of consenting electronically.
- 25. Activities Activity Preferences We recommend having participants post directly to the group, even submissions still in progress. Seeing other participants’ contributions can give inspiration to people who are hesitant to contribute creatively.
- 26. Engagement Over Time We discourage having activities that build on one another where the sequence is important.
- 27. Relationships Between Participants Social vs. Activity Post We recommend providing opportunities for socialization between participants that are separate from formal study activities. Although this may not appeal to everyone, it can help weed out participants who are not interested in this aspect of the study and would likely become frustrated later if social conversations continue throughout the study.
- 28. Relationships Between Participants Sub Communities We recommend giving careful consideration to the makeup of the group when recruiting, targeting either a highly homogenous population or targeting several homogenous groups.
- 29. Researcher Perspective Data Analysis We recommend being mindful of the number of input mechanisms (e.g., Google Voice, email, survey platforms, etc.). Structuring activities to capture data from a range of different sources adds to the richness of the data but means data will be distributed in different locations and need to be collected and organized. Each additional input mechanism introduces additional overhead.
- 30. • Iterating on current approach • Other study populations • Other stages of design research Future Work:
- 32. Haley MacLeod hemacleo@indiana.edu Kay Connelly connelly@indiana.edu Katie Siek ksiek@indiana.edu Ben Jelen bcjelen@iu.edu Annu Prabhakar asprabha@indiana.edu Lora Oehlberg lora.oehlberg@iucalgary.ca