snapp - learning analytics and knowledge conference 2011
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SNAPP presentation at Learning Analytics and Knowledge conference 2011TRANSCRIPT
SNAPP: A BIRD’S-EYE VIEW OF TEMPORAL PARTICIPANT INTERACTION
Learning Analytics & Knowledge 2011
Ms Aneesha Bakharia, Centre for Educational Innovation and Technology, University of QueenslandEmail: [email protected]
Dr Shane Dawson, Director Arts ISIT, University of British ColumbiaEmail: [email protected]
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
SNAPP essentially serves as a diagnostic instrument, allowing teaching staff to evaluate student behavioral patterns against learning activity design objectives and intervene as required in a timely manner.
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
SNA has been demonstrated to assist educators in identifying instances of: learner isolation (McDonald, Stuckey, Noakes,
& Nyrop, 2005) creativity (Burt, 2004; McWilliam & Dawson,
2009) community formation (Dawson, 2008; Lally,
Lipponen, & Simons, 2007)
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Reffay and Chanier (2002) suggest that SNA can act as an educational evaluative tool in order to monitor and assess elements of student group cohesion.
“Getting a view of the big picture of the social interactions between students becomes increasingly difficult as class sizes grow.” (Brooks, et al, 2009)
“... the understanding of the social relationships between learners is incredibly important when an educator is determining how to scaffold the learning content.” (Brooks, et al, 2009)
Networked Learning Conference 2010
How can we realise the potential of real-time SNA?
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FORUM A
Both Forum A and B have 14 messages posted by 4 participants
Are there structural differences in terms of interaction?
FORUM B
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Networked Learning Conference 2010
FORUM A FORUM B• No student interaction• All interaction via
Tutor/Lecturer
• Student to student social interaction beginning
• Interpreting the threaded forum view when making decisions regarding satisfactory levels of peer interaction is difficult (Dawson & McWilliam, 2008)
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Networked Learning Conference 2010
FORUM A FORUM B• No student interaction• All interaction via
Tutor/Lecturer
• Student to student social interaction beginning
Activation of the SNAPP tool results in the embedding of a social network visualisation directly below the threaded forum display
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
• Integration with Learning Management Systems (eg Blackboard, Moodle, Desire2Learn)
• Simple installation and usage• Render a Sociogram as an alternate
representation of the threaded discussion view
• New in Version 2• View forum activity over time• Filter by Date• Data Export (NetDraw .vna and Gephi .gexf
formats)• Annotations
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Client side Browser Tool! Why?
• SNAPP is a BOOKMARKLETCross browser and multiple LMS Support
• No server side installation• Embed within a discussion forum
LMS extension frameworks provide limited ways in which you can extend current LMS tools
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
DEMONSTRATIONLAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
LAK2011
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Learner Isolation• Dense interactions between central
nodes• Instances of no interaction occurring
among isolated individuals. • Early warning indicator for
teaching staff investigate lack of interaction
• Intervention may be necessary to ensure isolated learners are included in the emerging community
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Facilitator Centric Patterns• Interaction occurs between the
facilitator and individual participants but not between participants.
• Indication that knowledge sharing and collaboration may not be occurring
• Question and Answer Forums (…but more social learning activities may be carried out in alternate venues)
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Non interacting groups Structural holes (Burt, 1992)
are an indicator that cliques or groups are developing
May represent a diminishing level of diversity and does increase the likelihood of group think (Uzzi and Spiro, 2005)
Continuance of prior relationships
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Facilitator Interaction with High Performing Students
Facilitator interacting only with other central participants
Numerous participants with a low number of connections exist
The facilitator has not made an attempt to reply to un-responded posts or try to incorporate periphery participants within the discussion (Dawson, 2009)
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
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Learning Activity Evaluation
Social Network Analysis (SNA) provides insight into relationships and network density.
Content Analysis (CA) conducted to determine quality of discourse.Can these techniques be automated?
Social Network Analysis
Social Network Analysis
Content AnalysisContent Analysis
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Future Directions Content Analysis
Behavioural Coding Supervised Machine Learning Classification Problem Support Vector Machine
Topic Modeling (Find Themes/Concepts) Unsupervised Machine Learning Clustering Problem
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Behavioural Coding• Classifying student messages to a coding scheme is tedious and time
consuming• TagHelper tool assists with automating coding• Supervised Machine Learning algorithm (Support Vector Machine) is used• The ‘argumentative knowledge construction’ framework proposed by
Weinberger and Fischer (2006) was used - coding scheme is made up of four process dimensions (participation, epistemic, argumentative and social mode)
• Model is trained on a subset of data that has been classified by a human • Model can then be applied to new student discourse• Difficult to train a model – need open and shared datasets
Rosé, C., Wang, Y., Cui, Y., Arguella, J., Fischer, F., Weinberger, A., et al. (2007). Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning. International Journal of Computer-Supported Collaborative Learning, 3(3), 237-272.
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Topic Modeling Algorithms
Non-negative Matrix Factorisation Latent Dirichlet Allocation
Benefits Discover latent themes/concepts/topics Cluster words and documents simultaneously Documents and words can belong to multiple
themes
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SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
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Non-negative Matrix Factorisation
• Post 1• Post 2• Post 3
Word 1 Word 2 Word n
Post 1 1 0 2
Post 2 0 1 0
Post 3 0 1 1
Term-Document Matrix
Specify No Themes (k)
Word 1
Word 2
Word n
Theme 1
0.5 0 1
Theme 2
0 0.5 0
Features Matrix
Theme 1
Theme 2
Post 1 1 0
Post 2 0 1
Post 3 0 1
Weights Matrix
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Thematic Analysis with NMF and LDA Convert text to term-document matrix NMF produces
word-theme matrix theme-document matrix Allows theme overlap
Need to specify numberof themes (k) Allows for interactivity
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
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Example• NMF used to analyse the discourse produced by 3 groups in a Distributed
Leadership (Moodle LMS)• All groups were assigned the same topic but were only allowed to discuss the topic
within their group assigned discussion forum
• In comparing the main themes:• Some groups were discussing content that was more relevant and
related to the task. • Two groups (FT1 and Dream-ITIN) focused on social networking tools
and social software. The IMAGES group held a more relevant discussion on the implementation and usage of project and time management software.
• The succinct summary provided by NMF forms the basis for intergroup knowledge sharing.
Lambropoulos, N., Gourdin, A., & Bakharia, A. (2010). Distributed Leadership Collaboration Factors to Support Idea Generation in Computer Supported Collaborative eLearning. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, Accepted - In Press.
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
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What is Apache Mahout Open source Machine Learning Java library Scalable (Apache Hadoop) Framework for developing, testing and deploying large-scale
algorithms Classification Clustering Recommendation Evolutionary algorithms
http://mahout.apache.org/Linux Conf Aus 2011 PresentationOrchestrating the Intelligent Web - http://blip.tv/file/4732423
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
SNAPP: A Bird’s-Eye View of Temporal Participant Interaction
Networked Learning Conference 2010
• Ms Aneesha BakhariaPython & Java ProgrammerALTC eResearcherCentre for Educational Innovation and TechnologyUniversity of QueenslandEmail: [email protected]: http://www.randomsyntax.com
• Dr Shane DawsonDirector Arts ISITUniversity of British ColumbiaEmail: [email protected]
• Twitter: snappvis
Visit http://research.uow.edu.au/learningnetworks/seeing
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