DiscourseCentric Learning Analytics LAK2011 1st International Conference on Learning Analytics and Knowledge February 27 March 1 2011 Banff Alberta Anna De Liddo Simon Buckingham ID: 531939
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cohere.open.ac.uk
Discourse-Centric Learning Analytics
LAK2011: 1st International Conference on Learning Analytics and Knowledge February 27-March 1, 2011Banff, Alberta
Anna De
Liddo, Simon Buckingham Shum, Ivana Quinto, Michelle Bachler, Lorella CannavacciuoloKnowledge Media Institute, The Open UniversityBusiness & Management Engineering, Universita’ degli Studi Napoli Federico II, ItalySlide2
A key indicator of meaningful learning is the quality of contribution to discourseSociocultural perspective on learning “highlights the possibility that educational success and failure may be explained by the quality of educational dialogue, rather than simply in terms of the capability of individual students or the skill of their teachers.” We look at discourse as a key indicator for learning and explore discourse analysis as a method to identify where and how learning happens. (Mercer 2004)Discourse as Indicator of LearningSlide3
Discourse analysis focuses explicitly on language as social action Discourse and Argumentation are the tools through which people can compare their thinking, explore ideas, shape agreement, and identify or solve disagreements.If discourse is the tool through which learners think collectively, then discourse outcomes and discourse analysis can provide indicators to better understand the learning processes (Mercer 2000) Discourse as the Tool to Think CollectivelySlide4
The most established online dialogue environments render discourse chronologically, rather than logically, reflecting most strongly the sequence of contributions rather than their conceptual structure:for instance a Facebook dialogue….What Discourse Environment?Chronologically VS Logically Rendered Dialogue Environments
Discourse Analysis to Better understand the Learning ProcessSlide5Slide6Slide7
Beyond threaded forums: tools for structuring and mapping issues, dialogue and argumentation7Online Deliberation: Emerging Tools WorkshopOnline Deliberation 2010, Leeds UK (30 June – 2 July)www.olnet.org/odet2010ESSENCE: E-Science,
Sensemaking & Climate ChangeESSENCE workshop, KMI, Open Universityhttp://events.kmi.open.ac.uk/essenceSlide8
agrees withagrees withdisagrees withSlide9
agrees withagrees with
disagrees withSlide10Slide11
we discuss what it mean to use Cohere’s online dialogue environment to monitor online learning activities and develop useful learning analytics, by starting on the analysis of the online discourse which learners are involved in.We demonstrate how discourse analytics can enable a deeper understanding of the online discourse, of the participants to the discourse and the social and learning dynamics.
Discourse Analysis to Better understand the Learning Process in CohereSlide12
Analytics Per Learner
Analytics Per LearnerSlide13
Table on Posts’ Type -> Learner Attention and PerformanceBy looking at the post type table it is possible to evaluate learner’s performance connecting the discourse outcomes with the specific learning goal.Slide14
Legend:Positive link typeNegative link typeNeutral link type
Table on Links’ Type ->
Learners’ AttitudesSlide15
Comparing Users’ Usage of link typesSlide16
Compare ThinkingSlide17
Compare ThinkingSlide18
Information BrokerSlide19
Information BrokerSlide20
Analytics Per Group: Discourse network statisticsA Social-Semantic Network of Discourse ElementsSlide21
Discourse network structure = Concept Network + Social NetworkSlide22
Concept NetworkSlide23
Concept Network Analysis and Visualization -links distributions enable to infer learning topics distributionSlide24
Concept Network Analysis and VisualizationSlide25
Concept Network Analysis and VisualizationSlide26
Social NetworkSlide27
Social Network Analysis and VisualizationOutdegree = measure of users’ activity
Indegree = indirect measure of relevance of a user’s posts.Slide28
Social Network Analysis and Visualization
L1L6Slide29
We have motivated a focus on learners’ discourse as a promising site for identifying patterns of activity which correspond to meaningful learning and knowledge construction. We are interested in the rhetorical role that a user’s contribution is making to a document or conversation and the nature of the connection to other contributions using semantic relationships. Using the Cohere system as an experimental vehicle, we have presented examples of learning analytics to better understand:learners’ attentionlearners’ rhetorical moves within the online discussionlearning topics distributionlearners’ social interactions
ConclusionsSlide30
Embed learning analytics into different areas within the Cohere’s UIInvestigating computational linguistics tools for automatically detecting rhetorical gestures within text documents (in collaboration with XEROX Research Europe, Agnes Sandor http://olnet.org/node/512)Ability to set software agents to monitor the discourse network -- Moving toward user-defined semantic network analysis.
Future WorkSlide31
Many ThanksAnna De Liddo
olnet.orgSlide32
References for CohereBuckingham Shum, Simon (2008). Cohere: Towards Web 2.0 Argumentation. In: Proc. COMMA'08: 2nd International Conference on Computational Models of Argument, 28-30 May 2008, Toulouse, France. Available at:http://oro.open.ac.uk/10421/ De Liddo, Anna and Buckingham Shum, Simon (2010). Cohere: A prototype for contested collective intelligence. In: ACM Computer Supported Cooperative Work (CSCW 2010) - Workshop: Collective Intelligence In Organizations - Toward a Research Agenda, February 6-10, 2010, Savannah, Georgia, USA. Available at: http://oro.open.ac.uk/19554/Buckingham Shum, Simon and De Liddo, Anna (2010). Collective intelligence for OER sustainability. In: OpenED2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona, Spain. Available at: http://oro.open.ac.uk/23352/De Liddo, Anna (2010). From open content to open thinking. In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (Ed-Media 2010), 29 Jun, Toronto, Canada. Available at: http://oro.open.ac.uk/22283/De Liddo, Anna and Alevizou, Panagiota (2010). A method and tool to support the analysis and enhance the understanding of peer-to-peer learning experiences. In: OpenED2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona, Spain. Available at: http://oro.open.ac.uk/23392/Buckingham Shum, Simon (2007). Hypermedia Discourse: Contesting networks of ideas and arguments. In: Priss, U.; Polovina, S. and Hill, R. eds. Conceptual Structures: Knowledge Architectures for Smart Applications. Berlin: Springer, pp. 29–44
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