SlideShare a Scribd company logo
1 of 43
Download to read offline
Introduction to
Epistemic Network
Analysis
Vitomir Kovanovic,
University of South Australia
#vkovanovic
Vitomir.Kovanovic@unisa.edu.au
1
What is Epistemic Network
Analysis (ENA)
• Epistemic Network Analysis is a network-based method for
analysing codified data.
• Developed by Professor David Shaffer from the University of
Wisconsin Madison (UWM) and his team.
• There is a web interface and R package
• http://epistemicnetwork.org
2
The original problem of ENA
• Understand how people become professionals
• Involves understanding of the ways important concepts –codes–
interact together
• The applications of ENA expanded far beyond epistemology domain
• New term: Quantitative ethnography.
• Can be used to understand how different codes co-occur.
3
What is Epistemology?
Epistemology studies the nature of
knowledge, justification, and the
rationality of belief
New term: quantitative ethnography
4
Video
https://www.youtube.com/watch?v=wrTiXNIeHZA
5
ENA in Education
• Often used for understanding of student conversations and
discussion messages.
• Also used for analysis of interview data.
6
Key concepts in ENA
• Codes: a set of concepts whose interactions we want to understand
• Unit of analysis: objects for which we want to understand
interactions between the codes
• Stanza(Conversation): Units in which we measure code co-
occurrence
7
How ENA works: Example
dataset
8
• Units of analysis: Individual Students
• Stanzas: Individual messages
How ENA works: Example
dataset
9
• Codes:
• Data
• Technical Constraints
• Performance Parameters
• Client and Consultant Requests
• Design Reasoning
• Collaboration
How ENA works: Code co-
occurrence matrix
10
• Code co-occurrence in stanzas is used to produce code co-occurrence
matrix for each unit of analysis (i.e., person)
Data Technical
Constraints
Performance
Parameters
Client and
Consultant
Requests
Design
Reasoning
Collaboration
Data / 120 80 323 52 32
Technical
Constraints
/ 23 120 112 32
Performance
Parameters
/ 17 28 152
Client and
Consultant
Requests
/ 21 68
Design
Reasoning
/ 12
Collaboration /
How ENA works: Code co-
occurrence matrix
11
• Code co-occurrence in stanzas is used to produce code co-occurrence
matrix for each unit of analysis (i.e., person)
C1 C2 C3 C4 C5 C6
C1 / 120 80 323 52 32
C2 / 23 120 112 32
C3 / 17 28 152
C4 / 21 68
C5 / 12
C6 /
How ENA works: Code co-
occurrence matrix
12
• Code co-occurrence in stanzas is used to produce code co-occurrence
matrix for each unit of analysis (i.e., person)
C1 C2 C3 C4 C5 C6
C1 / 120 80 323 52 32
C2 / 23 120 112 32
C3 / 17 28 152
C4 / 21 68
C5 / 12
C6 /
How ENA works: Matrix to
vector
13
• Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements
6*5/2=15 columns (dimensions)
C1-
C2
C1-
C3
C1-
C4
C1-
C5
C1-
C6
C2-
C3
C2-
C4
C2-
C5
C2-
C6
C3-
C4
C3-
C5
C3-
C6
C4-
C5
C4-
C6
C5-
C6
U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12
C1 C2 C3 C4 C5 C6
C1 / 120 80 323 52 32
C2 / 23 120 112 32
C3 / 17 28 152
C4 / 21 68
C5 / 12
C6 /
How ENA works: Matrix to
vector
14
• Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements
6*5/2=15 columns (dimensions)
C1-
C2
C1-
C3
C1-
C4
C1-
C5
C1-
C6
C2-
C3
C2-
C4
C2-
C5
C2-
C6
C3-
C4
C3-
C5
C3-
C6
C4-
C5
C4-
C6
C5-
C6
U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12
C1 C2 C3 C4 C5 C6
C1 / 120 80 323 52 32
C2 / 23 120 112 32
C3 / 17 28 152
C4 / 21 68
C5 / 12
C6 /
How ENA works: Matrix to
vector
15
• Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements
6*5/2=15 columns (dimensions)
C1-
C2
C1-
C3
C1-
C4
C1-
C5
C1-
C6
C2-
C3
C2-
C4
C2-
C5
C2-
C6
C3-
C4
C3-
C5
C3-
C6
C4-
C5
C4-
C6
C5-
C6
U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12
C1 C2 C3 C4 C5 C6
C1 / 120 80 323 52 32
C2 / 23 120 112 32
C3 / 17 28 152
C4 / 21 68
C5 / 12
C6 /
How ENA works: Matrix to
vector
16
• Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements
6*5/2=15 columns (dimensions)
C1-
C2
C1-
C3
C1-
C4
C1-
C5
C1-
C6
C2-
C3
C2-
C4
C2-
C5
C2-
C6
C3-
C4
C3-
C5
C3-
C6
C4-
C5
C4-
C6
C5-
C6
U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12
C1 C2 C3 C4 C5 C6
C1 / 120 80 323 52 32
C2 / 23 120 112 32
C3 / 17 28 152
C4 / 21 68
C5 / 12
C6 /
How ENA works: Matrix to
vector
17
• Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements
6*5/2=15 columns (dimensions)
C1-
C2
C1-
C3
C1-
C4
C1-
C5
C1-
C6
C2-
C3
C2-
C4
C2-
C5
C2-
C6
C3-
C4
C3-
C5
C3-
C6
C4-
C5
C4-
C6
C5-
C6
U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12
C1 C2 C3 C4 C5 C6
C1 / 120 80 323 52 32
C2 / 23 120 112 32
C3 / 17 28 152
C4 / 21 68
C5 / 12
C6 /
How ENA works: Matrix to
vector
18
• Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements
6*5/2=15 columns (dimensions)
C1-
C2
C1-
C3
C1-
C4
C1-
C5
C1-
C6
C2-
C3
C2-
C4
C2-
C5
C2-
C6
C3-
C4
C3-
C5
C3-
C6
C4-
C5
C4-
C6
C5-
C6
U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12
C1 C2 C3 C4 C5 C6
C1 / 120 80 323 52 32
C2 / 23 120 112 32
C3 / 17 28 152
C4 / 21 68
C5 / 12
C6 /
How ENA works: Matrix to
vector
19
• Co-occurrence matrices are converted to vectors and joined together
to form Analytic space of N*(N-1)/2 elements
C1-
C2
C1-
C3
C1-
C4
C1-
C5
C1-
C6
C2-
C3
C2-
C4
C2-
C5
C2-
C6
C3-
C4
C3-
C5
C3-
C6
C4-
C5
C4-
C6
C5-
C6
U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12
U2
U3
…
…
U20 32 125 112 52 32 17 128 211 54 36 63 85 109 276 42
• NOTE: Each vector is a point in a 15-dimensional space
• EACH GRAPH IS A POINT
How ENA works: Matrix to
vector
20
• Co-occurrence matrices are converted to vectors and joined together
to form Analytic space of N*(N-1)/2 elements
1-2 1-3 1-4 1-5 1-6 2-3 2-4 2-5 2-6 3-4 3-5 3-6 4-5 4-6 5-6
U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12
U2
U3
…
…
U20 32 125 112 52 32 17 128 211 54 36 63 85 109 276 42
• NOTE: Each vector is a point in a 15-dimensional space
• EACH GRAPH IS A POINT
How ENA works: Singular Value
Decomposition of Analytic Space
21
• Approximate N columns with a smaller number R of “composite columns”
• The whole point is to be able to plot N dimensions on a 2D plot
How ENA works: Singular Value
Decomposition of Analytic Space
22
• Approximate N columns with a smaller number R of “composite columns”
• The whole point is to be able to plot N dimensions on a 2D plot
m=1,000 students
n=100 edges
A=100,000
U = 1,000 x 1,000 = 1,000,000
VT= 100 x 100 = 10,000
How ENA works: Singular Value
Decomposition of Analytic Space
23
• Approximate N columns with a smaller number R of “composite columns”
• The whole point is to be able to plot N dimensions on a 2D plot
m=1,000 students
n=100 edges
A=100,000
How ENA works: Singular Value
Decomposition of Analytic Space
24
• Approximate N columns with a smaller number R of “composite columns”
• The whole point is to be able to plot N dimensions on a 2D plot
m=1,000 students
n=100 edges
A=100,000
r=2 (keep top two singular values)
U=1,000 x 2 = 2,000
VT=2 x 100 = 200
Total=2,200
How ENA works: Singular Value
Decomposition of Analytic Space
25
• Approximate N columns with a smaller number R of “composite columns”
• The whole point is to be able to plot N dimensions on a 2D plot
m=1,000 students
n=100 edges
A=100,000
r=2 (singular values)
U=1,000 x 2 = 2,000
VT=2 x 100 = 200
Total=2,200
Latent factor scores (student 2D coordinates)
Latent factor coefficients
(code pair 2D coordinates)
Visualising SVD’ed Analytic
Space: Projection space
26
Visualising individual graphs:
ENA network models
27
Visualising individual graphs:
ENA network models
28
Visualising individual graphs:
ENA network models
29
Remarks on coding
• Code values can be
 Boolean: 0 if code does not occurs, 1 if it does
 Integer: 0 if code does not occur, N if it does N times
 Fractional number: Value indicating “strength” or “association” of the code to the text
• In case of binary values, co-occurrence is 1 if both codes occur
• In case or integer or fractional numbers, co-occurrence score is the product if the
individual scores.
• Fractions useful for:
 LDA topic modelling:
 Each topic is a code, code value are topic associations to individual texts
• Integers useful for:
 Word count analysis:
 Each word (category) is a code, co-occurrence value is the product of code scores.
30
Moving stanza
• Stanza can be moving,
specially useful for
conversations where
individual messages
are too short
31
ENA Example 1: CoI + LDA
E Ferreira, R., Kovanovic, V., Gasevic, D., & Rolim, V. (2018). Towards
Combined Network and Text Analytics of Student Discourse in Online
Discussions. In The 19th International Conference on Artificial
Intelligence in Education. London, UK.
• Understand the development of cognitive presence with respect to
different course topics
 CoI process model, does not pay attention to course content
• Examine the role of instructional intervention of role assignment
32
ENA Example 1: CoI + LDA
• 1,747 messages from 6 course offers
• Each message coded for the level of cognitive presence:
 Triggering Event
 Exploration
 Integration
 Resolution
 Other
• Applied topic modelling to pick course topics
 Extracted topics were corresponding to course topics
 + one topic regarding logistics
33
Results: Projection graph all
students
34
Results: Projection graph
(intervention + control groups)
35
Control
Intervention
Results: ENA network model for
all students
36All students
Results: ENA network model for
two student groups
37Control Intervention
Social-Epistemic Network
Signature
ENA clusters
Topics per cluster
Cluster 1 Cluster 2
Cluster 3
Cluster 4
Social centrality per ENA cluster
Recap
• ENA works on codified data
• We need to define
 Codes
 Units
 Stanzas
• Unit’s co-occurrence matrices are converted to vectors
• All unit’s merged to form Analytic space matrix
• Analytic space is reduced to 2D with SVD
• Plot units on the 2D plot
• Plot codes on the 2D plot
42
Practical example
• Data: download from http://bit.ly/enanie
• Go to http://epistemicnetwork.org and create account
43

More Related Content

What's hot

Blue Collar Workers - Produktionsmitarbeiter im Social Workplace
Blue Collar Workers - Produktionsmitarbeiter im Social WorkplaceBlue Collar Workers - Produktionsmitarbeiter im Social Workplace
Blue Collar Workers - Produktionsmitarbeiter im Social Workplacenetmedianer GmbH
 
Training_Self Assessment Report
Training_Self Assessment ReportTraining_Self Assessment Report
Training_Self Assessment Reportsaba khan
 
Visual Question Answering (VQA) - CVPR2018動向分析 (CVPR 2018 完全読破チャレンジ報告会)
Visual Question Answering (VQA) - CVPR2018動向分析 (CVPR 2018 完全読破チャレンジ報告会)Visual Question Answering (VQA) - CVPR2018動向分析 (CVPR 2018 完全読破チャレンジ報告会)
Visual Question Answering (VQA) - CVPR2018動向分析 (CVPR 2018 完全読破チャレンジ報告会)cvpaper. challenge
 
تحليل المهمة
تحليل المهمةتحليل المهمة
تحليل المهمةDalal Alotibi
 
التصميم التعليمى ونماذجه
التصميم التعليمى ونماذجهالتصميم التعليمى ونماذجه
التصميم التعليمى ونماذجهMahmoud Rashad aboalia
 
مراحل التصميم التعليمي
مراحل التصميم التعليميمراحل التصميم التعليمي
مراحل التصميم التعليميyouarouri
 
画像認識と深層学習
画像認識と深層学習画像認識と深層学習
画像認識と深層学習Yusuke Uchida
 
العينات وكيفية اختيارها
العينات وكيفية اختيارهاالعينات وكيفية اختيارها
العينات وكيفية اختيارهاtahani34
 
تصميم درس باستخدام نموذج جيرلاك وايلي ودمج التقنية في الدرس باستخدام نموذج (TIP)
تصميم درس باستخدام نموذج جيرلاك وايلي ودمج التقنية في الدرس باستخدام نموذج (TIP)تصميم درس باستخدام نموذج جيرلاك وايلي ودمج التقنية في الدرس باستخدام نموذج (TIP)
تصميم درس باستخدام نموذج جيرلاك وايلي ودمج التقنية في الدرس باستخدام نموذج (TIP)arwa88
 
ディープラーニングの最新動向
ディープラーニングの最新動向ディープラーニングの最新動向
ディープラーニングの最新動向Preferred Networks
 
دراسة نقدية لرسالة ماجستير
دراسة نقدية لرسالة ماجستيردراسة نقدية لرسالة ماجستير
دراسة نقدية لرسالة ماجستيرaasrawi
 

What's hot (20)

الباب الاول
الباب الاولالباب الاول
الباب الاول
 
Blue Collar Workers - Produktionsmitarbeiter im Social Workplace
Blue Collar Workers - Produktionsmitarbeiter im Social WorkplaceBlue Collar Workers - Produktionsmitarbeiter im Social Workplace
Blue Collar Workers - Produktionsmitarbeiter im Social Workplace
 
Training_Self Assessment Report
Training_Self Assessment ReportTraining_Self Assessment Report
Training_Self Assessment Report
 
Visual Question Answering (VQA) - CVPR2018動向分析 (CVPR 2018 完全読破チャレンジ報告会)
Visual Question Answering (VQA) - CVPR2018動向分析 (CVPR 2018 完全読破チャレンジ報告会)Visual Question Answering (VQA) - CVPR2018動向分析 (CVPR 2018 完全読破チャレンジ報告会)
Visual Question Answering (VQA) - CVPR2018動向分析 (CVPR 2018 完全読破チャレンジ報告会)
 
تحليل المهمة
تحليل المهمةتحليل المهمة
تحليل المهمة
 
استراتيجية التقويم البنائي
استراتيجية التقويم البنائياستراتيجية التقويم البنائي
استراتيجية التقويم البنائي
 
التصميم التعليمى ونماذجه
التصميم التعليمى ونماذجهالتصميم التعليمى ونماذجه
التصميم التعليمى ونماذجه
 
Bert for multimodal
Bert for multimodalBert for multimodal
Bert for multimodal
 
الوجودية
الوجودية الوجودية
الوجودية
 
مراحل التصميم التعليمي
مراحل التصميم التعليميمراحل التصميم التعليمي
مراحل التصميم التعليمي
 
HORIBA Overview
HORIBA  Overview HORIBA  Overview
HORIBA Overview
 
استخدامات الانفوجرافيك في التعليم
استخدامات الانفوجرافيك في التعليماستخدامات الانفوجرافيك في التعليم
استخدامات الانفوجرافيك في التعليم
 
Introduction to Portfolio
Introduction to PortfolioIntroduction to Portfolio
Introduction to Portfolio
 
اجراءات العمل
اجراءات العملاجراءات العمل
اجراءات العمل
 
画像認識と深層学習
画像認識と深層学習画像認識と深層学習
画像認識と深層学習
 
العينات وكيفية اختيارها
العينات وكيفية اختيارهاالعينات وكيفية اختيارها
العينات وكيفية اختيارها
 
تصميم درس باستخدام نموذج جيرلاك وايلي ودمج التقنية في الدرس باستخدام نموذج (TIP)
تصميم درس باستخدام نموذج جيرلاك وايلي ودمج التقنية في الدرس باستخدام نموذج (TIP)تصميم درس باستخدام نموذج جيرلاك وايلي ودمج التقنية في الدرس باستخدام نموذج (TIP)
تصميم درس باستخدام نموذج جيرلاك وايلي ودمج التقنية في الدرس باستخدام نموذج (TIP)
 
ディープラーニングの最新動向
ディープラーニングの最新動向ディープラーニングの最新動向
ディープラーニングの最新動向
 
الواقع المعزز فى التعليم
الواقع المعزز فى التعليمالواقع المعزز فى التعليم
الواقع المعزز فى التعليم
 
دراسة نقدية لرسالة ماجستير
دراسة نقدية لرسالة ماجستيردراسة نقدية لرسالة ماجستير
دراسة نقدية لرسالة ماجستير
 

Similar to Introduction to Epistemic Network Analysis

Aaa ped-17-Unsupervised Learning: Dimensionality reduction
Aaa ped-17-Unsupervised Learning: Dimensionality reductionAaa ped-17-Unsupervised Learning: Dimensionality reduction
Aaa ped-17-Unsupervised Learning: Dimensionality reductionAminaRepo
 
The following ppt is about principal component analysis
The following ppt is about principal component analysisThe following ppt is about principal component analysis
The following ppt is about principal component analysisSushmit8
 
An analysis between exact and approximate algorithms for the k-center proble...
An analysis between exact and approximate algorithms for the  k-center proble...An analysis between exact and approximate algorithms for the  k-center proble...
An analysis between exact and approximate algorithms for the k-center proble...IJECEIAES
 
5 DimensionalityReduction.pdf
5 DimensionalityReduction.pdf5 DimensionalityReduction.pdf
5 DimensionalityReduction.pdfRahul926331
 
Lecture slides week14-15
Lecture slides week14-15Lecture slides week14-15
Lecture slides week14-15Shani729
 
Fixed-Point Code Synthesis for Neural Networks
Fixed-Point Code Synthesis for Neural NetworksFixed-Point Code Synthesis for Neural Networks
Fixed-Point Code Synthesis for Neural NetworksIJITE
 
Fixed-Point Code Synthesis for Neural Networks
Fixed-Point Code Synthesis for Neural NetworksFixed-Point Code Synthesis for Neural Networks
Fixed-Point Code Synthesis for Neural Networksgerogepatton
 
Clustering of graphs and search of assemblages
Clustering of graphs and search of assemblagesClustering of graphs and search of assemblages
Clustering of graphs and search of assemblagesData-Centric_Alliance
 
Dimension Reduction Introduction & PCA.pptx
Dimension Reduction Introduction & PCA.pptxDimension Reduction Introduction & PCA.pptx
Dimension Reduction Introduction & PCA.pptxRohanBorgalli
 
Mm chap08 -_lossy_compression_algorithms
Mm chap08 -_lossy_compression_algorithmsMm chap08 -_lossy_compression_algorithms
Mm chap08 -_lossy_compression_algorithmsEellekwameowusu
 
Learning Convolutional Neural Networks for Graphs
Learning Convolutional Neural Networks for GraphsLearning Convolutional Neural Networks for Graphs
Learning Convolutional Neural Networks for GraphsMathias Niepert
 
Tensorizing Neural Network
Tensorizing Neural NetworkTensorizing Neural Network
Tensorizing Neural NetworkRuochun Tzeng
 
DimensionalityReduction.pptx
DimensionalityReduction.pptxDimensionalityReduction.pptx
DimensionalityReduction.pptx36rajneekant
 
Do's and Don'ts of using t-SNE.pdf
Do's and Don'ts of using t-SNE.pdfDo's and Don'ts of using t-SNE.pdf
Do's and Don'ts of using t-SNE.pdfFrankClat
 
Hardware Acceleration for Machine Learning
Hardware Acceleration for Machine LearningHardware Acceleration for Machine Learning
Hardware Acceleration for Machine LearningCastLabKAIST
 

Similar to Introduction to Epistemic Network Analysis (20)

Aaa ped-17-Unsupervised Learning: Dimensionality reduction
Aaa ped-17-Unsupervised Learning: Dimensionality reductionAaa ped-17-Unsupervised Learning: Dimensionality reduction
Aaa ped-17-Unsupervised Learning: Dimensionality reduction
 
pca.ppt
pca.pptpca.ppt
pca.ppt
 
The following ppt is about principal component analysis
The following ppt is about principal component analysisThe following ppt is about principal component analysis
The following ppt is about principal component analysis
 
An analysis between exact and approximate algorithms for the k-center proble...
An analysis between exact and approximate algorithms for the  k-center proble...An analysis between exact and approximate algorithms for the  k-center proble...
An analysis between exact and approximate algorithms for the k-center proble...
 
01 Chapter MATLAB introduction
01 Chapter MATLAB introduction01 Chapter MATLAB introduction
01 Chapter MATLAB introduction
 
5 DimensionalityReduction.pdf
5 DimensionalityReduction.pdf5 DimensionalityReduction.pdf
5 DimensionalityReduction.pdf
 
Lecture slides week14-15
Lecture slides week14-15Lecture slides week14-15
Lecture slides week14-15
 
Fixed-Point Code Synthesis for Neural Networks
Fixed-Point Code Synthesis for Neural NetworksFixed-Point Code Synthesis for Neural Networks
Fixed-Point Code Synthesis for Neural Networks
 
Fixed-Point Code Synthesis for Neural Networks
Fixed-Point Code Synthesis for Neural NetworksFixed-Point Code Synthesis for Neural Networks
Fixed-Point Code Synthesis for Neural Networks
 
Cgm Lab Manual
Cgm Lab ManualCgm Lab Manual
Cgm Lab Manual
 
Clustering of graphs and search of assemblages
Clustering of graphs and search of assemblagesClustering of graphs and search of assemblages
Clustering of graphs and search of assemblages
 
Dimension Reduction Introduction & PCA.pptx
Dimension Reduction Introduction & PCA.pptxDimension Reduction Introduction & PCA.pptx
Dimension Reduction Introduction & PCA.pptx
 
Mm chap08 -_lossy_compression_algorithms
Mm chap08 -_lossy_compression_algorithmsMm chap08 -_lossy_compression_algorithms
Mm chap08 -_lossy_compression_algorithms
 
Learning Convolutional Neural Networks for Graphs
Learning Convolutional Neural Networks for GraphsLearning Convolutional Neural Networks for Graphs
Learning Convolutional Neural Networks for Graphs
 
Tensorizing Neural Network
Tensorizing Neural NetworkTensorizing Neural Network
Tensorizing Neural Network
 
DimensionalityReduction.pptx
DimensionalityReduction.pptxDimensionalityReduction.pptx
DimensionalityReduction.pptx
 
Densebox
DenseboxDensebox
Densebox
 
Do's and Don'ts of using t-SNE.pdf
Do's and Don'ts of using t-SNE.pdfDo's and Don'ts of using t-SNE.pdf
Do's and Don'ts of using t-SNE.pdf
 
Hardware Acceleration for Machine Learning
Hardware Acceleration for Machine LearningHardware Acceleration for Machine Learning
Hardware Acceleration for Machine Learning
 
Neural Networks made easy
Neural Networks made easyNeural Networks made easy
Neural Networks made easy
 

More from Vitomir Kovanovic

Introduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and ManagersIntroduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and ManagersVitomir Kovanovic
 
Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...Vitomir Kovanovic
 
Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...Vitomir Kovanovic
 
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...Vitomir Kovanovic
 
Validating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analyticsValidating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analyticsVitomir Kovanovic
 
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...Vitomir Kovanovic
 
Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...Vitomir Kovanovic
 
Unsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics ResearchersUnsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics ResearchersVitomir Kovanovic
 
Introduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics ResearchersIntroduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics ResearchersVitomir Kovanovic
 
A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...Vitomir Kovanovic
 
Introduction to Learning Analytics
Introduction to Learning AnalyticsIntroduction to Learning Analytics
Introduction to Learning AnalyticsVitomir Kovanovic
 
Understand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analyticsUnderstand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analyticsVitomir Kovanovic
 
Assessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methodsAssessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methodsVitomir Kovanovic
 
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
Kovanović et al.   2017 - developing a mooc experimentation platform: insight...Kovanović et al.   2017 - developing a mooc experimentation platform: insight...
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...Vitomir Kovanovic
 
Learning Analytics for Communities of Inquiry
Learning Analytics for Communities of InquiryLearning Analytics for Communities of Inquiry
Learning Analytics for Communities of InquiryVitomir Kovanovic
 
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...Vitomir Kovanovic
 
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Vitomir Kovanovic
 
What does effective online/blended teaching look like?
What does effective online/blended teaching look like?What does effective online/blended teaching look like?
What does effective online/blended teaching look like?Vitomir Kovanovic
 
MOOCs in the news- A European perspective
MOOCs in the news- A European perspectiveMOOCs in the news- A European perspective
MOOCs in the news- A European perspectiveVitomir Kovanovic
 
Automated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion TranscriptsAutomated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion TranscriptsVitomir Kovanovic
 

More from Vitomir Kovanovic (20)

Introduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and ManagersIntroduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and Managers
 
Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...
 
Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...
 
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
 
Validating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analyticsValidating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analytics
 
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
 
Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...
 
Unsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics ResearchersUnsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics Researchers
 
Introduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics ResearchersIntroduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics Researchers
 
A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...
 
Introduction to Learning Analytics
Introduction to Learning AnalyticsIntroduction to Learning Analytics
Introduction to Learning Analytics
 
Understand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analyticsUnderstand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analytics
 
Assessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methodsAssessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methods
 
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
Kovanović et al.   2017 - developing a mooc experimentation platform: insight...Kovanović et al.   2017 - developing a mooc experimentation platform: insight...
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
 
Learning Analytics for Communities of Inquiry
Learning Analytics for Communities of InquiryLearning Analytics for Communities of Inquiry
Learning Analytics for Communities of Inquiry
 
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
 
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
 
What does effective online/blended teaching look like?
What does effective online/blended teaching look like?What does effective online/blended teaching look like?
What does effective online/blended teaching look like?
 
MOOCs in the news- A European perspective
MOOCs in the news- A European perspectiveMOOCs in the news- A European perspective
MOOCs in the news- A European perspective
 
Automated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion TranscriptsAutomated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion Transcripts
 

Recently uploaded

Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactPECB
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsTechSoup
 
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptxSeal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptxnegromaestrong
 
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdfClass 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdfAyushMahapatra5
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhikauryashika82
 
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...christianmathematics
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.christianmathematics
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdfQucHHunhnh
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxheathfieldcps1
 
Gardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch LetterGardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch LetterMateoGardella
 
Sports & Fitness Value Added Course FY..
Sports & Fitness Value Added Course FY..Sports & Fitness Value Added Course FY..
Sports & Fitness Value Added Course FY..Disha Kariya
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityGeoBlogs
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docxPoojaSen20
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxVishalSingh1417
 
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writingfourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writingTeacherCyreneCayanan
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphThiyagu K
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxAreebaZafar22
 
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDMeasures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDThiyagu K
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfciinovamais
 

Recently uploaded (20)

Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global Impact
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptxSeal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
 
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdfClass 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
 
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
 
Gardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch LetterGardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch Letter
 
Sports & Fitness Value Added Course FY..
Sports & Fitness Value Added Course FY..Sports & Fitness Value Added Course FY..
Sports & Fitness Value Added Course FY..
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activity
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docx
 
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
 
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writingfourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writing
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDMeasures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
 

Introduction to Epistemic Network Analysis

  • 1. Introduction to Epistemic Network Analysis Vitomir Kovanovic, University of South Australia #vkovanovic Vitomir.Kovanovic@unisa.edu.au 1
  • 2. What is Epistemic Network Analysis (ENA) • Epistemic Network Analysis is a network-based method for analysing codified data. • Developed by Professor David Shaffer from the University of Wisconsin Madison (UWM) and his team. • There is a web interface and R package • http://epistemicnetwork.org 2
  • 3. The original problem of ENA • Understand how people become professionals • Involves understanding of the ways important concepts –codes– interact together • The applications of ENA expanded far beyond epistemology domain • New term: Quantitative ethnography. • Can be used to understand how different codes co-occur. 3
  • 4. What is Epistemology? Epistemology studies the nature of knowledge, justification, and the rationality of belief New term: quantitative ethnography 4
  • 6. ENA in Education • Often used for understanding of student conversations and discussion messages. • Also used for analysis of interview data. 6
  • 7. Key concepts in ENA • Codes: a set of concepts whose interactions we want to understand • Unit of analysis: objects for which we want to understand interactions between the codes • Stanza(Conversation): Units in which we measure code co- occurrence 7
  • 8. How ENA works: Example dataset 8 • Units of analysis: Individual Students • Stanzas: Individual messages
  • 9. How ENA works: Example dataset 9 • Codes: • Data • Technical Constraints • Performance Parameters • Client and Consultant Requests • Design Reasoning • Collaboration
  • 10. How ENA works: Code co- occurrence matrix 10 • Code co-occurrence in stanzas is used to produce code co-occurrence matrix for each unit of analysis (i.e., person) Data Technical Constraints Performance Parameters Client and Consultant Requests Design Reasoning Collaboration Data / 120 80 323 52 32 Technical Constraints / 23 120 112 32 Performance Parameters / 17 28 152 Client and Consultant Requests / 21 68 Design Reasoning / 12 Collaboration /
  • 11. How ENA works: Code co- occurrence matrix 11 • Code co-occurrence in stanzas is used to produce code co-occurrence matrix for each unit of analysis (i.e., person) C1 C2 C3 C4 C5 C6 C1 / 120 80 323 52 32 C2 / 23 120 112 32 C3 / 17 28 152 C4 / 21 68 C5 / 12 C6 /
  • 12. How ENA works: Code co- occurrence matrix 12 • Code co-occurrence in stanzas is used to produce code co-occurrence matrix for each unit of analysis (i.e., person) C1 C2 C3 C4 C5 C6 C1 / 120 80 323 52 32 C2 / 23 120 112 32 C3 / 17 28 152 C4 / 21 68 C5 / 12 C6 /
  • 13. How ENA works: Matrix to vector 13 • Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements 6*5/2=15 columns (dimensions) C1- C2 C1- C3 C1- C4 C1- C5 C1- C6 C2- C3 C2- C4 C2- C5 C2- C6 C3- C4 C3- C5 C3- C6 C4- C5 C4- C6 C5- C6 U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12 C1 C2 C3 C4 C5 C6 C1 / 120 80 323 52 32 C2 / 23 120 112 32 C3 / 17 28 152 C4 / 21 68 C5 / 12 C6 /
  • 14. How ENA works: Matrix to vector 14 • Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements 6*5/2=15 columns (dimensions) C1- C2 C1- C3 C1- C4 C1- C5 C1- C6 C2- C3 C2- C4 C2- C5 C2- C6 C3- C4 C3- C5 C3- C6 C4- C5 C4- C6 C5- C6 U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12 C1 C2 C3 C4 C5 C6 C1 / 120 80 323 52 32 C2 / 23 120 112 32 C3 / 17 28 152 C4 / 21 68 C5 / 12 C6 /
  • 15. How ENA works: Matrix to vector 15 • Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements 6*5/2=15 columns (dimensions) C1- C2 C1- C3 C1- C4 C1- C5 C1- C6 C2- C3 C2- C4 C2- C5 C2- C6 C3- C4 C3- C5 C3- C6 C4- C5 C4- C6 C5- C6 U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12 C1 C2 C3 C4 C5 C6 C1 / 120 80 323 52 32 C2 / 23 120 112 32 C3 / 17 28 152 C4 / 21 68 C5 / 12 C6 /
  • 16. How ENA works: Matrix to vector 16 • Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements 6*5/2=15 columns (dimensions) C1- C2 C1- C3 C1- C4 C1- C5 C1- C6 C2- C3 C2- C4 C2- C5 C2- C6 C3- C4 C3- C5 C3- C6 C4- C5 C4- C6 C5- C6 U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12 C1 C2 C3 C4 C5 C6 C1 / 120 80 323 52 32 C2 / 23 120 112 32 C3 / 17 28 152 C4 / 21 68 C5 / 12 C6 /
  • 17. How ENA works: Matrix to vector 17 • Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements 6*5/2=15 columns (dimensions) C1- C2 C1- C3 C1- C4 C1- C5 C1- C6 C2- C3 C2- C4 C2- C5 C2- C6 C3- C4 C3- C5 C3- C6 C4- C5 C4- C6 C5- C6 U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12 C1 C2 C3 C4 C5 C6 C1 / 120 80 323 52 32 C2 / 23 120 112 32 C3 / 17 28 152 C4 / 21 68 C5 / 12 C6 /
  • 18. How ENA works: Matrix to vector 18 • Co-occurrence matrices are “flattened out” into vectors of N(N-1)/2 elements 6*5/2=15 columns (dimensions) C1- C2 C1- C3 C1- C4 C1- C5 C1- C6 C2- C3 C2- C4 C2- C5 C2- C6 C3- C4 C3- C5 C3- C6 C4- C5 C4- C6 C5- C6 U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12 C1 C2 C3 C4 C5 C6 C1 / 120 80 323 52 32 C2 / 23 120 112 32 C3 / 17 28 152 C4 / 21 68 C5 / 12 C6 /
  • 19. How ENA works: Matrix to vector 19 • Co-occurrence matrices are converted to vectors and joined together to form Analytic space of N*(N-1)/2 elements C1- C2 C1- C3 C1- C4 C1- C5 C1- C6 C2- C3 C2- C4 C2- C5 C2- C6 C3- C4 C3- C5 C3- C6 C4- C5 C4- C6 C5- C6 U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12 U2 U3 … … U20 32 125 112 52 32 17 128 211 54 36 63 85 109 276 42 • NOTE: Each vector is a point in a 15-dimensional space • EACH GRAPH IS A POINT
  • 20. How ENA works: Matrix to vector 20 • Co-occurrence matrices are converted to vectors and joined together to form Analytic space of N*(N-1)/2 elements 1-2 1-3 1-4 1-5 1-6 2-3 2-4 2-5 2-6 3-4 3-5 3-6 4-5 4-6 5-6 U1 120 80 323 52 32 23 120 112 32 17 28 152 21 68 12 U2 U3 … … U20 32 125 112 52 32 17 128 211 54 36 63 85 109 276 42 • NOTE: Each vector is a point in a 15-dimensional space • EACH GRAPH IS A POINT
  • 21. How ENA works: Singular Value Decomposition of Analytic Space 21 • Approximate N columns with a smaller number R of “composite columns” • The whole point is to be able to plot N dimensions on a 2D plot
  • 22. How ENA works: Singular Value Decomposition of Analytic Space 22 • Approximate N columns with a smaller number R of “composite columns” • The whole point is to be able to plot N dimensions on a 2D plot m=1,000 students n=100 edges A=100,000 U = 1,000 x 1,000 = 1,000,000 VT= 100 x 100 = 10,000
  • 23. How ENA works: Singular Value Decomposition of Analytic Space 23 • Approximate N columns with a smaller number R of “composite columns” • The whole point is to be able to plot N dimensions on a 2D plot m=1,000 students n=100 edges A=100,000
  • 24. How ENA works: Singular Value Decomposition of Analytic Space 24 • Approximate N columns with a smaller number R of “composite columns” • The whole point is to be able to plot N dimensions on a 2D plot m=1,000 students n=100 edges A=100,000 r=2 (keep top two singular values) U=1,000 x 2 = 2,000 VT=2 x 100 = 200 Total=2,200
  • 25. How ENA works: Singular Value Decomposition of Analytic Space 25 • Approximate N columns with a smaller number R of “composite columns” • The whole point is to be able to plot N dimensions on a 2D plot m=1,000 students n=100 edges A=100,000 r=2 (singular values) U=1,000 x 2 = 2,000 VT=2 x 100 = 200 Total=2,200 Latent factor scores (student 2D coordinates) Latent factor coefficients (code pair 2D coordinates)
  • 30. Remarks on coding • Code values can be  Boolean: 0 if code does not occurs, 1 if it does  Integer: 0 if code does not occur, N if it does N times  Fractional number: Value indicating “strength” or “association” of the code to the text • In case of binary values, co-occurrence is 1 if both codes occur • In case or integer or fractional numbers, co-occurrence score is the product if the individual scores. • Fractions useful for:  LDA topic modelling:  Each topic is a code, code value are topic associations to individual texts • Integers useful for:  Word count analysis:  Each word (category) is a code, co-occurrence value is the product of code scores. 30
  • 31. Moving stanza • Stanza can be moving, specially useful for conversations where individual messages are too short 31
  • 32. ENA Example 1: CoI + LDA E Ferreira, R., Kovanovic, V., Gasevic, D., & Rolim, V. (2018). Towards Combined Network and Text Analytics of Student Discourse in Online Discussions. In The 19th International Conference on Artificial Intelligence in Education. London, UK. • Understand the development of cognitive presence with respect to different course topics  CoI process model, does not pay attention to course content • Examine the role of instructional intervention of role assignment 32
  • 33. ENA Example 1: CoI + LDA • 1,747 messages from 6 course offers • Each message coded for the level of cognitive presence:  Triggering Event  Exploration  Integration  Resolution  Other • Applied topic modelling to pick course topics  Extracted topics were corresponding to course topics  + one topic regarding logistics 33
  • 34. Results: Projection graph all students 34
  • 35. Results: Projection graph (intervention + control groups) 35 Control Intervention
  • 36. Results: ENA network model for all students 36All students
  • 37. Results: ENA network model for two student groups 37Control Intervention
  • 40. Topics per cluster Cluster 1 Cluster 2 Cluster 3 Cluster 4
  • 41. Social centrality per ENA cluster
  • 42. Recap • ENA works on codified data • We need to define  Codes  Units  Stanzas • Unit’s co-occurrence matrices are converted to vectors • All unit’s merged to form Analytic space matrix • Analytic space is reduced to 2D with SVD • Plot units on the 2D plot • Plot codes on the 2D plot 42
  • 43. Practical example • Data: download from http://bit.ly/enanie • Go to http://epistemicnetwork.org and create account 43