Towards Discourse-Centric Learning Analytics Simon Buckingham Shum & Anna De Liddo Open Learning Network Project The Open University UK (William & Flora Hewlett Foundation 2009-12) http://people.kmi.open.ac.uk/sbs http://people.kmi.open.ac.uk/anna

CAL2011, April 2011, Manchester UK http://www.cal-conference.elsevier.com

http://www.flickr.com/photos/bartelomeus/4184705426/

OLnet  is    searching  out  the  

evidence  for    effec4ve  OER,  and  building  an    Evidence  Hub    —  a  living    map    by,  of  and  for  

the  OER  movement  —  and  those  we  need  

to  impact  

Phenomena of interest analytics on qualitative aspects of discourse

•  What is the impact/significance of this resource, or concept?

•  Who is tackling this challenge?

•  What claims are being made?

•  What is the evidence to support this view?

•  Who is building on whose work?

...analytics such as these are central to knowledge-building, but cannot be derived from unstructured discourse platforms

(cf. CSCL/CSCA research esp. CSILE/KnowledgeForum: Scardamalia & Bereiter)

OpenEd Evidence Hub (alpha): ci.olnet.org collective intelligence for the OER movement

4

OpenEd Evidence Hub (alpha): ci.olnet.org collective intelligence for the OER movement

5

Knowledge-building platform:

6

h"p://cohere.open.ac.uk  

Convergence of… web annotation social bookmarking concept mapping structured debate

Structured deliberation and debate in which Questions, Evidence and Connections are first class entities (linkable, addressable, embeddable, contestable…)

7  

8  

Structured deliberation and debate in which Questions, Evidence and Connections are first class entities (linkable, addressable, embeddable, contestable…)

Grounding nodes in Web resources (FFox extension)

10  

User-defined visual language: defaults provided...

OpenEd Evidence Hub: domain-specific language for types of OER Evidence

Case Study

Literature Analysis

Story – Educator

Story – Learner

Experiment

12  

Discourse as a web of meaningfully connected nodes

Visualizing a discourse network — but unfiltered this may be unwieldy

Visualizing  mul7ple  learners’  interpreta7ons  of  global  warming  

sources    

Connec7ons  have  been  filtered  by  a  set  of  seman7c  rela7onships  

grouped  as  Consistency  

De Liddo, A. and Buckingham Shum, S. (2010). Cohere: A prototype for contested collective intelligence. In: ACM Computer Supported Cooperative Work (CSCW 2010) - Workshop: Collective Intelligence In Organizations, February 6-10, 2010, Savannah, Georgia, USA. http://oro.open.ac.uk/19554

Semantic filter on a discourse network

An agent alerts you to new contributions of potential interest

Social  Network  

Discourse  Network  

Conceptual  Network  

Network topology analytics Node size = centrality; Link width = frequency

Analytics on a user’s use of node types

Analytics on a user’s use of link types

De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L.(2011). Discourse-Centric Learning Analytics. Proc. 1st Int. Conf. Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011, Banff. Eprint: http://oro.open.ac.uk/25829

Positive link type

Negative link type

Neutral link type

Comparison  of  one’s  own  ideas  to  others  

De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L.(2011). Discourse-Centric Learning Analytics. Proc. 1st Int. Conf. Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011, Banff. Eprint: http://oro.open.ac.uk/25829

Does the learner compare his/her own ideas to that of peers, and if so, in what ways?

Analytics on whether a user connects her ideas to others’ ideas

Does the learner act as a broker, connecting the ideas of his/her peers, and if so, in what ways?

Link  broker:  connec4ng  other  people’s  ideas  Analytics on whether a user acts as a broker, connecting other people’s ideas

De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L.(2011). Discourse-Centric Learning Analytics. Proc. 1st Int. Conf. Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011, Banff. Eprint: http://oro.open.ac.uk/25829

Next steps...

•  Evaluation studies with students

•  More active platform (eg. recommender)

•  Automated rhetorical text analysis

•  Rollout and evaluation of Open Edu Evidence Hub

http://olnet.org

http://ci.olnet.org

http://cohere.open.ac.uk