CSCL Research on Online Discussions to Inform DCLA (LAK13 DCLA Workshop)
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This document discusses leveraging research on computer-supported collaborative learning (CSCL) to inform the development of discourse-centric learning analytics (DCLA). It notes that there is a need to connect theoretical models of online discourse from CSCL with the development and use of analytics to understand productive online discussions. Specifically, it emphasizes the importance of creating clear connections between discourse goals, student actions in discussions, and the analytics feedback provided to help students and teachers use analytics to support productive discourse.
CSCL Research on Online Discussions to Inform DCLA (LAK13 DCLA Workshop)
- 1. LEVERAGING CSCL RESEARCH ANALYZING ONLINE DISCUSSIONS TO INFORM DCLA ALYSSA WISE SIMON FRASER UNIVERSITY FACULTY OF EDUCATION LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 2. LEARNING ENVIRONMENT – ONLINE DISCUSSIONS
- 3. ONE CENTRAL CONCERN CONNECTING THE DEVELOPMENT AND USE OF DISCOURSE-CENTRIC LEARNING ANALYTICS WITH THEORETICAL UNDERSTANDINGS OF THE QUALITIES OF PRODUCTIVE ONLINE DISCOURSE LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 4. ONE CENTRAL CONCERN THEORETICAL MODELS OF ONLINE DISCOURSE LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 5. TWO KEY POINTS THERE IS AN ADDITIONAL, NOVEL KNOWLEDGE BASE NEEDED TO LEVERAGE CSCL MODELS OF DISCOURSE TO INFORM DCLA CREATING A CLEAR THREAD BETWEEN DISCOURSE GOALS, ACTIONS AND ANALYTICS IS CRITICAL FOR LEARNERS (AND TEACHERS) TO USE DCLA AS A TOOL FOR SUPPORTING PRODUCTIVE DISCOURSE LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 6. TWO KEY POINTS DCLA > LAK + CSCL TRANSPARENCY & INTEGRATION LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 7. DCLA > LAK + CSCL CSCL HAS MANY WELL-DEVELOPED MODELS FOR THEORIZING AND ANALYZING THE QUALITIES OF ONLINE DISCOURSE MOST ARE PROCESS MODELS THEORETICALLY (THOUGH ANALYSES HAVE OFTEN DISREGARDED THIS) MOST ARE GROUP, NOT INDIVIDUAL, MODELS THERE IS ADDITIONAL, NOVEL KNOWLEDGE NEEDED TO LEVERAGE CSCL MODELS OF DISCOURSE TO INFORM DCLA LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 8. KNOWLEDGE CONSTRUCTION MODEL FROM GUNAWARDENA ET AL., 1997….. TO WISE & CHIU, 2011 THEORETICAL PATTERN Agreeing & 5 Applying Testing & 4 Modifying Negotiating 3 Meaning Exploring 2 Dissonance Sharing 1 Information 1 6 11 16 LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 9. KNOWLEDGE CONSTRUCTION MODEL FROM GUNAWARDENA ET AL., 1997….. TO WISE & CHIU, 2011 ACTUAL PATTERN (PRETTY GOOD) Agreeing & 5 Applying Testing & 4 Modifying Negotiating 3 Meaning Exploring 2 Dissonance Sharing 1 Information 1 6 11 16 LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 10. KNOWLEDGE CONSTRUCTION MODEL FROM GUNAWARDENA ET AL., 1997….. TO WISE & CHIU, 2011 ACTUAL PATTERN (FAILURE TO LAUNCH) Agreeing & 5 Applying Testing & 4 Modifying Negotiating 3 Meaning Exploring 2 Dissonance Sharing 1 Information 1 6 11 16 LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 11. KNOWLEDGE CONSTRUCTION MODEL FROM GUNAWARDENA ET AL., 1997….. TO WISE & CHIU, 2011 ACTUAL PATTERN (QUICK CONSENSUS) Agreeing & 5 Applying Testing & 4 Modifying Negotiating 3 Meaning Exploring 2 Dissonance Sharing 1 Information 1 6 11 16 LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 12. ISSUES IN DRAWING ON KC MODEL TO DEVELOP DCLA AUTOMATING POST CODING, IN REAL TIME EVALUATING “APPROXIMATIONS” OF GOOD DISCOURSE PATTERNS (DESIRABLE ENDSTATE VS PATHS FOR CHANGE) EVALUATING DISCOURSE PATTERNS IN PROGRESS (IS “QUALITY” OF A POST PATTERN PARTIALLY DETERMINED BY THOSE YET TO COME) CREATING ACTIONABLE ANALYTICS (GROUP / INDIVIDUAL LEVELS, INTERPRETABILITY) ASSESSING INDIVIDUAL’S POSTS IN CONTEXT (SEQUENTIAL ANALYSIS) LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 13. TRANSPARENCY & INTEGRATION LEARNERS HAVE A VARIETY OF PERCEPTIONS ABOUT THE PURPOSE OF ONLINE DISCOURSE (THAT OFTEN DIFFER FROM THE INTENDED PURPOSE) - HOW THEY PARTICIPATE IN ONLINE DISCUSSIONS RELATE TO THESE PERCEIVED PURPOSES (KNOWLTON, 2005; WISE ET AL. 2012; 2013) LEARNERS (AND TEACHERS) NEED TO SEE THE CONNECTIONS BETWEEN THE GOALS OF DISCOURSE, RELATED ONLINE ACTIVITY, AND ANALYTIC FEEDBACK IN ORDER TO USE DCLA AS A TOOL FOR SUPPORTING PRODUCTIVE DIALOGUE LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 14. TRANSPARENCY & INTEGRATION THEORETICAL MODEL DISCOURSE GUIDELINES RELATED ANALYTICS GOAL SETTING DATA REFLECTION LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 15. THEORETICAL MODEL SOCIAL CONSTRUCTIVIST PERSPECTIVE - LEARNERS BUILD UNDERSTANDING THROUGH DIALOGING WITH OTHERS VARYING IMPORTANCE OF SHARING AND SUPPORTING ONE’S OWN IDEAS, BEING EXPOSED TO MULTIPLE VIEWPOINTS, EXPERIENCING PERSONAL COGNITIVE CONFLICT, NEGOTIATION OF GROUP UNDERSTANDINGS IN ALL, TWO BASIC (AND RELATED) UNDERLYING PROCESSES: SPEAKING EXTERNALIZING ONE’S IDEAS BY CONTRIBUTING POSTS TO THE DISCUSSION LISTENING TAKING IN THE EXTERNALIZATIONS OF OTHERS BY ACCESSING EXISTING POSTS LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 16. THEORETICAL MODEL IN ONLINE DISCUSSIONS LEARNERS HAVE A HIGH DEGREE OF CONTROL OVER THE TIMELINE AND PACE OF THEIR ENGAGEMENT OPPORTUNITIES FOR THOUGHTFUL LISTENING AND REFLECTIVE SPEAKING CHALLENGES OF TIME MANAGEMENT, ESPECIALLY IN PROLIFIC DISCUSSIONS HELPING LEARNERS TO ACTIVELY MONITOR AND REGULATE HOW THEY SPEAK AND LISTEN IN ONLINE DISCUSSIONS IS AN IMPORTANT TOOL FOR SUPPORTING PRODUCTIVE ENGAGEMENT IN DISCUSSIONS LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 17. SPEAKING LISTENING MECHANISM FOR SHARING IDEAS WITH ATTENDING TO THE IDEAS OF OTHERS IS A OTHERS CRITICAL, THOUGH “INVISIBLE” PART OF LEARNING THROUGH ONLINE DISCUSSIONS VALUE IN SPEAKING THAT IS VALUE IN LISTENING THAT IS - RECURRING, RESPONSIVE AND - BROAD (TO CONSIDER MULTIPLE IDEAS) RATIONALED - INTEGRATED (SO REPLIES ARE INFORMED BY - TEMPORALLY DISTRIBUTED READS) - MODERATE PORTIONED - REFLECTIVE (TO PROVIDE CONTEXT FOR DISCUSSION FLOW) WHILE “SPEAKING” IS VISIBLE, NOT ALL QUALITIES ARE SALIENT IN THE SYSTEM EARLY RESEARCH SUGGESTED UNIVERSALLY (ESP. AS RELATED TO TIME) POOR BEHAVIORS, BUT OUR RECENT WORK SHOWS STUDENTS INTERACT WITH PRIOR POST QUALITY INFO VALUABLE, COMPLEX MESSAGES IN VERY DISTINCT WAYS TO ASSES - E.G. COVERAGE, INTERACTIVE, SELF- FOCUSED, TARGETED LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 18. RELATED ANALYTICS - EMBEDDED LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 19. RELATED ANALYTICS - EXTRACTED Metric Definition Criteria Range Span of days a student logged in to the discussion # of sessions # of times a student logged in to the discussion Total time a student spent in the discussions divided by his / Temporal Av session length Distribution her # of sessions % of sessions # of sessions in which a student made a post, divided by with posts his/her total of # sessions Posts Total # of posts a student contributed to the discussion Speaking Total # of words posted by a student divided by the # of Quantity Av post length posts he/she made to the discussion # of unique posts that a student read divided by the total # Listening % of posts read of posts made by others to the discussion Breadth # of reviews # of times a student revisited posts that he/she had made (own posts) previously in the discussion Listening # of reviews # of times a student revisited others’ posts that he/she had Reflectivity (others’ posts) viewed previously in the discussion LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 20. DISCOURSE GUIDELINES ANALYTICS GUIDELINES CONNECT PURPOSE OF THE LEARNING CONNECT PURPOSE OF LEARNING ACTIVITY WITH THE INSTRUCTOR’S ACTIVITY + INSTRUCTOR’S EXPECTATIONS EXPECTATIONS FOR ENGAGEMENT WITH LEARNING ANALYTICS INDICATORS Discussion Participation Guidelines Learning Analytics Guidelines Attending to Others Posts Attending to Others’ Posts Broad Listening: Try to read as many posts % of The proportion of posts you as possible to consider everyone’s ideas in the posts read (not scanned) at least discussion. This can help you examine and read once. support your own ideas more deeply. However, when time is limited it is better to It is good to read as many posts as view a portion in depth, then everything possible to consider everyone’s ideas in superficially. the discussion However, when time is limited it is better to view a portion in *The visual interface shows posts that you depth, then everything superficially. have viewed in blue and new ones in red to help you track this. LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 21. GOAL SETTING, DATA & REFLECTION SUPPORTING INTENTIONAL ATTENTION TO DISCOURSE GUIDELINES PRESENT (DIVERSE) METRICS AS A STARTING POINT FOR CONSIDERATION, NOT AS ABSOLUTE ARBITERS OF ENGAGEMENT IN THE ACTIVITY USE OF CLASS AVERAGE TO PROVIDE CONTEXT FOR #S STUDENTS SET PERSONAL GOALS FOR PARTICIPATION AND USE THE ANALYTICS TO HELP MONITOR THESE REAL-TIME AND WEEKLY REFLECTIVE DIALOGUE BETWEEN EACH STUDENT AND INSTRUCTOR ABOUT THEIR PARTICIPATION, GROUNDED IN ANALYTICS LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 22. INITIAL FINDINGS ANALYTICS PILOTED WITH SEMESTER-LONG DOCTORAL COURSE STRONG STUDENT BUY-IN TO USEFULNESS OF ANALYTICS TO SUPPORT PRODUCTIVE DISCUSSION, BUT DIFFERENT STUDENTS FOUND DIFFERENT ANALYTICS USEFUL FOR SETTING GOALS AND MONITORING PROGRESS TOWARDS THEM NO “BIG BROTHER” ISSUES STUDENT RECOGNITION OF WHEN THEY WERE AND WEREN’T MAKING PROGRESS ON THEIR GOALS LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY
- 23. ONE CONCERN THEORETICAL MODELS OF ONLINE DISCOURSE TWO KEY POINTS DCLA > LAK + CSCL TRANSPARENCY & INTEGRATION LEVERAGING CSCL RESEARCH | DCLA’13 | ALYSSA WISE | SIMON FRASER UNIVERSITY