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Exploring the What, Why, & How of Social Learning Analytics
OR
Annotation-Centric Assessment of Blogging in Higher Education
Laura Gogia - @GoogleguacamoleAcademic Learning Transformation Lab
Virginia Commonwealth University, Richmond VA
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Slides are available on SlideShare.net
http://www.slideshare.net/LauraGogia/
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Hello. My Name Is...
Do you teach online? Blog and tweet with student-participants? In public? To what end?
How do you know if you are achieving your goals?
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VCU is exploring the intersection of connected learning & open education
Photo Credit: http://graduate.admissions.vcu.edu/why/
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Rampages.us(VCU Community)
Personal Blog Sites
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Emerging-Evolving Course Experience:
• Public – Open Course Website• Public and Aggregated Student Blogging • Public Discourse
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By introducing students to this sort of loosely structured, flexible, open digital learning experience,
we hope to promote certain learning dispositions, including connectivity.
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ConnectivityCreating, recognizing, understanding, and acting on connections made across content, disciplines,
living spheres, people, space and time.
Interdisciplinary Learning – Self-Reflection – Transferability – Social Learning – Intersection of formal and informal – Holistic
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That’s great. But how do we assess connectivity?
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We are thinking hard about how to build meaningful assessments in our course designs.
(1) Documenting connectivity.(2) Advancing the learning.(3) Meeting 21st century goals for assessment.
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Social Learning Analytics: A subset of learning analytics meant to capture, organize, and
demonstrate the inherently social, open, and connective aspects of networked participatory
learning.
--Ferguson & Buckingham Shum (2011)
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Are there ways to take advantage of the uniquely digital aspects of blogging and tweeting to assess student blogging and
tweeting in these environments?
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AnnotationsSymbols & phrases that are distinct from but included within the communication, meant to demonstrate communicative
intent
Hyperlinks – Embedded Images – Mentions – Hashtags
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Initial argument for annotation-centric assessment:
• While specific to digital, they point to the art of
crafting communication.
• Annotation is an act that lends itself to strategic reflection (“Why did you annotate that?”)
• Documentable, extractable, quantifiable.
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Strands of Inquiry
1. How are student-participants using annotations in course-related blogging and tweeting?
2. How can this information be used (organized and visualized) to inform meaningful assessment?
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COURSES
PARTICIPANTS
DATA SOURCES
DATA TYPES4 ONLINE COURSESUndergraduate & Graduate Multidisciplinary & Gen Ed6-26 Students
280 PARTICIPANTSInstructors & Assistants (n = 10)Students (n = 60)Open Participants (n = 12)Other Participants (n = 200)
1618 Posts (500 Sampled)5000 Tweets
POSTSHyperlinks (n = 800)Embedded Images (n = 400)
TWEETSHyperlinks (n = 430)Mentions (n = 3000)Hashtags (n = 130)
ANALYSESDescriptive StatisticsContent AnalysisSocial Network Analysis
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Two Things Happened.
1. Classification systems for describing how students annotate.
2. Dashboards for documenting and assessing student performance.
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An ExampleCC was a graduate level elective which aimed to introduce its students to community engaged research.
On average, students blogged several times a week in three formats: (1) digital makes; (2) reflective posts; (3) research proposal project.
They also engaged in weekly, structured Twitter chats.
Enrollment: 10 students. 12 open participants.
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Classification Systems
• Types and sources of hyperlinked and embedded materials
• Purpose or impact of the annotation in the context of the post
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But why did CC students hyperlink?
Types and sources of materials that CC students used were appropriate for student level and the course content.
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1. To link to supporting documents.• Traditional citing and referencing.
• Defining, describing, and providing examples in ways not supported by formal writing styles.
• “This could be filled in, Mad Libs style.”• “...verbal or nonverbal communication...”
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2. To link to previous work or experience.
• “As I discussed in a previous post...”• “As I reflect on my proposed research
questions...”
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3. To provide course context.
• “I am writing this because I am taking a course...”
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But what about embedded images and videos?
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The pedagogical value of embedded images and videos
varied, but in a way that can be defined and organized into a
spectrum.
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BASIC LEVEL (IMAGES):
• Serves no obvious purpose other than contributing to an aesthetic.
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INTERMEDIATE LEVEL (IMAGES):
• Provides additional information • Makes an otherwise unstated them explicit. • Inspires deeper questions.
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ADVANCED LEVEL (IMAGES & VIDEOS):
• Further the narrative (e.g. a table, chart, or infographic that the student refers to or explains in the narrative)
• Demonstrate a personal connection to the subject (e.g. a photograph, graphic, or video the student made themselves and explains in the narrative)
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How does can typologies like these inform student
assessment?
Rubrics – Peer Assessment – Self Assessment
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