Detecting and Analyzing Subpopulations within Connectivist MOOCs: Initial work
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Presentation for the MOOC Research Initiative Conference in Arlington, TX 5-6th Decemeber highlighting some early research from 'Detecting and Analyzing Subpopulations within Connectivist MOOCs', which is in part examining data from ocTEL.
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Detecting and Analyzing Subpopulations within Connectivist MOOCs: Initial work
- 1. Detecting and Analyzing Subpopulations within Connectivist MOOCs Martin Hawksey @mhawksey go.alt.ac.uk/mri13MH December 5, 2013 | slide 1
- 2. About Association for Learning Technology (ALT) •ALT is the UK's leading membership organisation in the learning technology field •Over 1,400 members from a wide range of disciplines and backgrounds •Aim to improving practice, promoting research, and influencing policy. alt.ac.uk go.alt.ac.uk/mri13MH Me •National advisory roles for supporting innovation in teaching and learning since 2008 (Jisc RSC and Jisc Cetis) @mhawksey mashe.hawksey.info •Links in this presentation are bundled at go.alt.ac.uk/mri13MH December 5, 2013 | slide 2
- 3. BlinkerEd Digital Digital Connected Connected ©Martin Hawksey 25-Nov-2013 https://vimeo.com/80274717 go.alt.ac.uk/mri13MH https://vimeo.com/80274717 December 5, 2013 | slide 3
- 4. (xM AS MOOC As a Service ) “revolutionising conventional models of formal education.” “a transformational new partnership in online education.” “Higher education is broken with increasingly higher costs for “we don't both students and “we don't ople educate peoplesociety at educate peour d, as others wishe d, as others wishe large.” or as I wished.. or as I wished y We have a lous y We have a lous n product.” Thru n product.” Thru "Higher education is ripe for innovation: it is too expensive and limited to a few" ©Santi 13-Dec-2008 http://www.flickr.com/photos/52971398@N00/3178360380/ Adapted from David Kernohan, 2013 go.alt.ac.uk/mri13MH December 5, 2013 | slide 4
- 5. MOOC Timeline ©Yuan, Li, and Stephen Powell, University of Bolton, http://publications.cetis.ac.uk/2013/667 go.alt.ac.uk/mri13MH December 5, 2013 | slide 6
- 6. go.alt.ac.uk/mri13MH December 5, 2013 | slide 7
- 7. Connectivist MOOC: General Model Daily Alert (email/RSS) Blogs Social Bookmarking THE THING filter LMS Central store (aggregator) Comments Twitter & Social media go.alt.ac.uk/mri13MH Adapted from Siemens, 2012 December 5, 2013 | slide 8
- 8. Open Tech Toolbox Hawksey, 2012 go.alt.ac.uk/mri13MH December 5, 2013 | slide 9
- 9. FeedWordPress go.alt.ac.uk/mri13MH December 5, 2013 | slide 10
- 10. FeedWordPress: Data aggregation && name reconciliation FeedWordPress matches authors to existing user accounts “with the same name as either (1) their login, (2) their display name, (3) their e-mail address (if given), or (4) one of the “aliases” listed in the user’s profile” = Avoids users being ‘analytically cloaked’ (Suthers & Rosen, 2011) go.alt.ac.uk/mri13MH December 5, 2013 | slide 11
- 11. Connectivist MOOC: General Model Daily Alert (email/RSS) Blogs Social Bookmarking THE THING filter LMS Central store (aggregator) Comments Twitter & Social media go.alt.ac.uk/mri13MH Adapted from Siemens, 2012 December 5, 2013 | slide 12
- 12. Connectivist MOOC: General Model Daily Alert (email/RSS) Blogs Social Bookmarking Twitter & Social media go.alt.ac.uk/mri13MH WordPress filter LMS Central store (aggregator) posts Comments users usermeta -- blog, blog, -- twitter … twitter … December 5, 2013 | slide 13
- 13. Channels aggregated by ocTEL go.alt.ac.uk/mri13MH December 5, 2013 | slide 14
- 14. Tapping the rhizomes of dotlife: Finding the feed • Delicious - http://feeds.delicious.com/v2/rss/tag/octel?fancy=1 CC-BY An Phan Van • Diigo - https://groups.diigo.com/group/alt-octel/rss • Mendeley Group - http://www.mendeley.com/groups/3241271/octel/feed/ • JISCMail - https://www.jiscmail.ac.uk/cgi-bin/webadmin?RSS&L=OCTEL-PUBLIC&v=2.0 • Google+ (via Feed+ Chrome App) https://script.google.com/macros/s/AKfycbydByKOtcfKB8HFSgIXYspDUrlpMeKFLK9J-he2Zwg • Scoop.it (via Feed+ Machine Chrome App) https://script.google.com/macros/s/AKfycbylTVNp0Pu17AZkKhnulX9EK_W9Qu80h3Zp K3f89ujmTSxfBw8/exec?feedId=S13511380747 • Twitter … go.alt.ac.uk/mri13MH December 5, 2013 | slide 15
- 15. oc l. te t.a al go.alt.ac.uk/mri13MH uk c. December 5, 2013 | slide 16
- 16. oc l. te t.a al go.alt.ac.uk/mri13MH uk c. December 5, 2013 | slide 17
- 18. ocTEL in numbers • • • • • • • 10 modules + Induction 11 weeks, 55 hours 11 authors 20 tutors 1 face-to-face meeting 903 registrations on night before launch passed 1,000 four days later uk c. go.alt.ac.uk/mri13MH l. te oc t.a al CC-By David Jennings (2013) December 5, 2013 | slide 19
- 19. go.alt.ac.uk/mri13MH December 5, 2013 | slide 20
- 20. Registrations go.alt.ac.uk/mri13MH December 5, 2013 | slide 21
- 21. User completed fields go.alt.ac.uk/mri13MH December 5, 2013 | slide 22
- 22. Summary of course activity go.alt.ac.uk/mri13MH December 5, 2013 | slide 23
- 23. Summary of course activity (minus Twitter) go.alt.ac.uk/mri13MH December 5, 2013 | slide 24
- 24. go.alt.ac.uk/mri13MH December 5, 2013 | slide 25
- 25. Funnel of proximal participation go.alt.ac.uk/mri13MH December 5, 2013 | slide 26
- 26. Registrations go.alt.ac.uk/mri13MH December 5, 2013 | slide 27
- 27. Reconciliation analysis go.alt.ac.uk/mri13MH December 5, 2013 | slide 28
- 28. Activity and reconciliation go.alt.ac.uk/mri13MH December 5, 2013 | slide 29
- 29. Activity and reconciliation go.alt.ac.uk/mri13MH December 5, 2013 | slide 30
- 30. Examining unmapped activity • Forum and blog posts • Unmapped lists (LISTSERV) posts • General FeedWordPress authorship lookup go.alt.ac.uk/mri13MH December 5, 2013 | slide 31
- 31. Google Analytics Develop custom Develop custom segmentations segmentations with eye on with eye on actionable insight actionable insight Define events to Define events to track in GA track in GA Provide data using Provide data using developed templated developed templated queries queries go.alt.ac.uk/mri13MH December 5, 2013 | slide 34 http://mashe.hawksey.info/?p=15238
- 32. oc l. te t.a al go.alt.ac.uk/mri13MH uk c. December 5, 2013 | slide 35
- 33. Google Analytics: Event Tracking go.alt.ac.uk/mri13MH December 5, 2013 | slide 36
- 34. Google Analytics Mining go.alt.ac.uk/mri13MH December 5, 2013 | slide 37
- 35. In sample 41% In sample 41% (n.103) emails (n.103) emails returned bio returned bio % of Total API returns other API returns other social profiles social profiles go.alt.ac.uk/mri13MH Total Inputs # Matched # No Match # Bad Input Count 250 178 71.20% 72 28.80% 0 0.00% December 5, 2013 | slide 38
- 36. Summary • Better collection and reconciliation of activity • Google Analytics mining • Examine class+ model (data from #phonar/ds106) • Explore more graph theory for detection of subpopulations go.alt.ac.uk/mri13MH December 5, 2013 | slide 39
- 37. TODO (ocTEL) • Improved reconciliation • Blog comments • Aggregate more channels including Twitter • Improved email links tracking go.alt.ac.uk/mri13MH December 5, 2013 | slide 40
- 38. Connectivist MOOC: General Model Daily Alert (email/RSS) Blogs Social Bookmarking THE THING filter LMS Central store (aggregator) Comments Twitter & Social media go.alt.ac.uk/mri13MH Adapted from Siemens, 2012 December 5, 2013 | slide 41
- 39. Thanks! Martin Hawksey mashe.hawkse.info @mhawksey go.alt.ac.uk/mri13MH December 5, 2013 | slide 42
- 40. ocTEL Discussion Forum go.alt.ac.uk/mri13MH December 5, 2013 | slide 43
Notas del editor
- http://www.thersa.org/events/rsaanimate/animate/rsa-animate-changing-paradigms Architecture – physical classroom (safety and securty, a protected environment)
- Open to participate, open to replicate
- http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/ Connectivist. Our MOOCs are informed by connectivist views of learning, namely, that knowledge is distributed and learning is the process of navigating, growing, and pruning connections. Knowledge is generative. Learners need to create and share stuff – blogs, articles, images, videos, artifacts, etc Coherence is learner formed & instructor guided. communicate my views of how different elements are related, but then ask learners to explore, deepen, and extend the ideas I/we express with additional narratives/opinions/views Interactions are distributed, multi-spaced. many spaces of interactions Synchronization. we act and react to those around us in ways that creates some structure or part uniformity of understanding Resonance. certain ideas have uptake in a network in con. trast with others Innovation & impact focused. Fostering autonomous and self-regulated learners . what can learners do for themselves with digital tools and networks
- FeedWordPress Plugin (open source) for WordPress. RSS aggregator.
- http://feedwordpress.radgeek.com/wiki/basic-concepts/ https://github.com/radgeek/feedwordpress/blob/master/syndicatedpost.class.php#L2000-L2025
- http://www.slideshare.net/clhendricksbc/difficulties-evaluating-cmoocs-open-education-c Network: Facilitating connections between people and information, ideas (not transmitting knowledge from central source) (Siemens 2012 http://is.gd/K5JfXK ) Distributed: Takes place in multiple spaces (blogs, wikis, tweets, discussion boards, webinars, etc.): “A MOOC is a web, not a website” (Downes 2013a http://www.downes.ca/presentation/327 ) http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/ Connectivist. Our MOOCs are informed by connectivist views of learning, namely, that knowledge is distributed and learning is the process of navigating, growing, and pruning connections. Knowledge is generative. Learners need to create and share stuff – blogs, articles, images, videos, artifacts, etc Coherence is learner formed & instructor guided. communicate my views of how different elements are related, but then ask learners to explore, deepen, and extend the ideas I/we express with additional narratives/opinions/views Interactions are distributed, multi-spaced. many spaces of interactions Synchronization. we act and react to those around us in ways that creates some structure or part uniformity of understanding Resonance. certain ideas have uptake in a network in con. trast with others Innovation & impact focused. Fostering autonomous and self-regulated learners . what can learners do for themselves with digital tools and networks
- http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/ Connectivist. Our MOOCs are informed by connectivist views of learning, namely, that knowledge is distributed and learning is the process of navigating, growing, and pruning connections. Knowledge is generative. Learners need to create and share stuff – blogs, articles, images, videos, artifacts, etc Coherence is learner formed & instructor guided. communicate my views of how different elements are related, but then ask learners to explore, deepen, and extend the ideas I/we express with additional narratives/opinions/views Interactions are distributed, multi-spaced. many spaces of interactions Synchronization. we act and react to those around us in ways that creates some structure or part uniformity of understanding Resonance. certain ideas have uptake in a network in con. trast with others Innovation & impact focused. Fostering autonomous and self-regulated learners . what can learners do for themselves with digital tools and networks
- Didn’t have to login/register to view any of the content Registration was only required to signup for emails, comment in forums and create profile
- List melt down
- Forum and blog posts Forum posts are made through the bbPress plugin which is integrated into the ocTEL site. This means that only registered users can post messages. Consequently forum posts should be associated with a known user. Examining the data shows there are 3 unmapped forum accounts, one of which contributing 51 of the 1,406 forum posts. It is unclear how these accounts became unmapped. Similarly blog posts are collected by registered users submitting their blog feed, so in theory there should be a direct association. Of the 72 users who registered a blog feed and published a post for the ocTEL course 20 were unmapped. This problem has been traced to a bug in the custom code that drops rss link information for the authors feed. FeedWordPress handles this missing data by trying to remap authorship to the table of users. If unsuccessful in resolving to an existing author it creates an unmapped account. only possible through the bbPress plugin which is used in the ocTEL site and can only be made with a mapped account and blog feeds are registered by a named account. The answer to question 1 appears to be either human or, as yet, an untraceable bug in FeedWordPress. error . Unmapped lists (LISTSERV) posts Because of the way author information is presented from the JiscMail Listserv list which mixes first name/lastname or includes name and comment [source feed here], authorship is unmapped. Reconciliation is also impacted by the limitations in the way FeedWordPress looks up user fields discussed in the next section. General FeedWordPress authorship lookup Deeper inspection of the FeedWordPress code also reveals a bug which means user aliases are only used if contained in the user description meta field. This means alternative names enter by the user such as Twitter account screen names which are stored in separate user meta fields are not used when reconciling authorship.
- Didn’t have to login/register to view any of the content Registration was only required to signup for emails, comment in forums and create profile
- http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/ Connectivist. Our MOOCs are informed by connectivist views of learning, namely, that knowledge is distributed and learning is the process of navigating, growing, and pruning connections. Knowledge is generative. Learners need to create and share stuff – blogs, articles, images, videos, artifacts, etc Coherence is learner formed & instructor guided. communicate my views of how different elements are related, but then ask learners to explore, deepen, and extend the ideas I/we express with additional narratives/opinions/views Interactions are distributed, multi-spaced. many spaces of interactions Synchronization. we act and react to those around us in ways that creates some structure or part uniformity of understanding Resonance. certain ideas have uptake in a network in con. trast with others Innovation & impact focused. Fostering autonomous and self-regulated learners . what can learners do for themselves with digital tools and networks