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E-Learning Social Network Analysis for Social Awareness

E-Learning Social Network Analysis for Social Awareness. Dr Niki Lambropoulos London South Bank University HCI Education Research Fellow. THE EURO-CAT CSCL PROJECT http://www. cat-cscl.eu. Agenda. HCI Design & Research SNA Methodology Case Study Results Conclusions.

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E-Learning Social Network Analysis for Social Awareness

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  1. E-Learning Social Network Analysis for Social Awareness Dr Niki Lambropoulos London South Bank University HCI Education Research Fellow THE EURO-CATCSCL PROJECT http://www.cat-cscl.eu

  2. Agenda • HCI Design & Research • SNA Methodology • Case Study • Results • Conclusions

  3. HCI Design & Research • Context: GR Teachers’ Passive/Active Participation in E-learning Courses • Ensuring Human Values: • Social Awareness in E-Learning • Hypothesis: if they see they might • Study: SNA Software • Design: Prototypes • Build: Prototypes • Evaluate:Real Users & Developers

  4. Conceptual Analysis • Human Values: Social Awareness in E- Learning • Concepts towards requirements

  5. Social Awareness + Collaborative e-Learning >SNA Bakharia, 2008

  6. Study: Context - SNA • Greek Teachers perceptions • Greek School Network operation • Greek Ministry of Education e-learning legislation & e-readiness (poor) • SNA Theories & Software • Global (set) & Local SNA (subset) • Visualisation, quantification, structural exploration • SoNIA, Pajek, UCINET • JUNG: Java Universal Network/Graph Framework to support Local SNA

  7. Design & Build: Prototypes Tie (dual coding) VIT Nodes VIT Centrality

  8. Evaluate: Change on Prototype Teachers & Developers (case study & focus group, overall Pedagogical Usability score = 4.2) Passive participants VIT Centrality

  9. 2 Case Studies • Started on 01/03/2007 and finished on 31/03/2007, 2 environments, 40 participants • 9 Female (22.5%) & 31 Male (77.5%) • 1 participant between 20-30 years old (n=1, 3%), 14 between 30-40 years old (n=14, 36%), and 24 older than 40 years old (n=24, 61%) (1 missing).

  10. SNA on Forum Interface

  11. Active Participation!

  12. Global SNA: Set (study) • Density • Reciprocity • Cliques • Structural equivalence The Matrix - UCINET

  13. Table 6.5.7.1-1. Group Network Cohesion: Density & Reciprocity Density (Quantiification) Fahy’s density does not consider interaction time and is highly sensitive to group size (2a/N(N-1))

  14. Reciprocity (Visualisation) E-learners’ Reciprocal ties

  15. Cliques (Structural exploration)

  16. Structural equivalence (Visualisation) Structural equivalence dendrogram

  17. Results on Global SNA • Global SNA helps triangulating the textual, numerical and visual data • Convergence on: • Interaction patterns • Levels of activity (low, medium, high) • Information pathways • Influential behaviour Global SNA provides a macro view to identify the knowledge brokers & e-learning community leaders

  18. Local SNA: Subset (forum) Pedagogical Usability: low learnability (2.7), thus low use (2.4) VIT Nodes & Centrality

  19. Results on Local SNA • Local SNA helps triangulating the textual, numerical and visual data • Convergence on: • Collaborative learning • Active learners • Influential behaviour • Interaction patterns Local SNA VIT provides a micro view for insights in e-learners behaviour

  20. Conclusions • If we see we might  • Favourable conditions • Prior knowledge, other e-learners, e-tutors, tools • SNA in Educational Social Software • Community management and tools for changing needs, interaction styles & learning • Support learning cues • Social Intelligence • act wisely in human relations (Thorndike, 1920)

  21. Any Questions?? Thank you! Dr. Niki Lambropoulos lampron2@lsbu.ac.uk Community-based Innovation: Designing Shared Spaces for Collaborative Creativity A Special Issue for International Journal of Web Based Communities (IJWBC) Editors: Lambropoulos & Romero

  22. Euro-CAT CSCL Collaboration Awareness tool (CAT) for CSCL users THE EURO-CATCSCL PROJECT http://www.cat-cscl.eu Find VIT@ www.intelligentQ . NET/e-learning

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