9:00 Chairs’ Welcome & Participant Lightning Intros
Are you doing DCLA? What do you hope to get from the day?
9.30 DCLA14: some questions to ponder… — Rebecca Ferguson
9.45 DCLA Meet CIDA: Collective Intelligence Deliberation Analytics [pdf]
Simon Buckingham Shum, Anna De Liddo and Mark Klein
Abstract: This discussion paper builds a bridge between Discourse-Centric Learning Analytics (DCLA), whose focus tends to be on student discourse in formal educational contexts, and research and practice in Collective Intelligence Deliberation Analytics (CIDA), which seeks to scaffold quality deliberation in teams/collectives devising solutions to complex problems. CIDA research aims to equip networked communities with deliberation platforms capable of hosting large scale, reflective conversations, and actively feed back to participants and moderators the ‘vital signs’ of the community and the state of its deliberations. CIDA tends to focus not on formal educational communities, although many would consider themselves learning communities in the broader sense, as they recognize the need to pool collective intelligence in order to understand, and co-evolve solutions to, complex dilemmas. We propose that the context and rationale behind CIDA efforts, and emerging CIDA implementations, contribute a research and technology stream to the DCLA community. The argument is twofold: (i) The context of CIDA work connects with the growing recognition in educational thinking that students from school age upwards should be given opportunities to engage in authentic learning challenges, wrestling with problems and engaging in practices increasingly close to the complexity they will confront when they graduate. (ii) In the contexts of both DCLA and CIDA, different kinds of users need feedback on the state of the debate, and the quality of the conversation: the students and educators served by DCLA are mirrored by the citizens and facilitators served by CIDA. In principle, therefore, a fruitful dialogue could unfold between DCLA/CIDA researchers and practitioners, in order to better understand common and distinctive requirements.
10:30 Coffee Break
10.45 Automated Linguistic Analysis as a Lens for Analysis of Group Learning [pdf]
Carolyn Penstein Rosé
Abstract: This paper reviews work in progress towards bridging between the gap between the field of linguistics and its operationalizations of discourse, and that of frameworks for studying collaborative learning that are rooted directly in the learning sciences. We begin with the vision of a multi-dimensional coding and counting analysis approach that might serve as a boundary object between the variety of methodological approaches to analysis of collaborative learning that exist within the Learning Sciences. We outline what we have discovered from a combination of hand coding, comparison with alternative analytic approaches including network analytic and qualitative approaches, correlational analyses in connection with learning-relevant extralinguistic variables, and computational modeling. We explore both the contribution of work to date as well as the many remaining challenges.
11.30 Designing and Testing Visual Representations of Draft Essays for Higher Education Students [pdf]
Denise Whitelock, Debora Field, John T. E. Richardson, Nicolas Van Labeke and Stephen Pulman
Abstract: This paper reports the findings of an empirical investigation, which set out to test a set of rainbow essay exercises. The rainbow diagrams are pictorial representations of formal graphs that are derived automatically from student essays. They were designed to allow students to discover how key concepts in a well written essay are connected together. The students would then be able to compare a rainbow diagram of their own essay with a good essay and make changes to it before submission to their tutor. However a trial was undertaken with academics, teaching and learning staff, doctoral students at the Open University of Catalonia and The Open University UK, before implementation into the web application known as Open Essayist. All the participants from each University completed the exercise correctly. This was a surprising finding, as we expected participants to experience some difficulties, as previous visual representations we piloted. All the participants remarked that they had learnt a lot about the structure of good essays and, more importantly, how clear they made the role the conclusion played in a well-constructed essay. This type of representation made this explicit and they would be able to see quickly if a second draft had improved. The users also mentioned that the rainbow diagram representations could be used as a generic essay feedback tool. It could be used across subject domains, a hypothesis worthy of further investigation.
1.45 Online Learning Discourse Analytics for the Social Media Age [pdf]
Anatoliy Gruzd, Caroline Haythornthwaite, Drew Paulin, Rafa Absar and Mike Huggett
Abstract: In just a short period of time, social media have altered many aspects of our daily lives, from how we form and maintain social relationships to how we discover, access and share information online. Now social media are also beginning to affect how we teach and learn in this increasingly interconnected and information-rich world. We will discuss ongoing work that seeks to understand the affordances and potential roles of social media in learning, as well as to determine and provide methods that can help researchers and educators evaluate the use of social media for teaching and learning based on automated analyses of social media texts and networks.
2.30 Coffee Break
2.45 Breakout groups based on emergent interests