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CHI-ANNOUNCEMENTS  February 2012, Week 3

CHI-ANNOUNCEMENTS February 2012, Week 3

Subject:

Connecting Levels and Methods of Analysis in Networked Learning Communities

From:

Dan Suthers <[log in to unmask]>

Reply-To:

Dan Suthers <[log in to unmask]>

Date:

Sat, 18 Feb 2012 04:59:30 -1000

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (190 lines)

---------------------------------------------------------------------------
Connecting Levels and Methods of Analysis in Networked Learning Communities
---------------------------------------------------------------------------

A Workshop at Learning Analytics and Knowledge 2012 
http://lak12.sites.olt.ubc.ca/
Sunday 29 April 2012

This workshop is primarily designed for researchers interested in
empirical-analytical studies of collaborative and networked learning in
socio-technical networks, using data-intensive computational methods of
analysis (including social-network analysis, log-file analysis, natural
language processing, and data mining). We particularly reach out to
researchers who seek to understand how learning takes place in the
interplay between individual, small group and collective levels of agency
in "online" or information & communication technology-mediated settings.

Technological and societal developments over the past few decades have led
to the emergence and confluence of multiple conceptions of learning beyond
what was possible at scale in a pre-networked age. Today's learners
participate in multiple forms of learning that take place simultaneously at
different scales and influence each other in constitutive and contextual
relationships. Networked learning succeeds when there is positive synergy
between individual activity and accrual of collective value that can be
drawn upon further by individuals Sociotechnical systems intensify pathways
of influence between local times and places and support the emergence of
global social phenomena from the myriad of associations between many actors
and artifacts

The information and communication technologies underlying such systems
enable us, as was never before possible, to observe these processes through
the electronic traces left by participants. Multiple levels and forms of
learning phenomena are manifest in these traces in different ways, leading
researchers to combine different analytic techniques. For example, workshop
organizers and their colleagues have combined quantitative and qualitative
content analysis with social network analysis; investigated patterns of
interaction using content analysis, critical event recall, and social
network analysis; and developed an analytic hierarchy that transforms log
files into representations of action, interaction, associations, and ties
for multilevel analysis of online learning. Others have also addressed the
need for multilevel analysis. The present workshop is concerned with
further developing the analytic tools needed to address multiple levels of
learning embedded in networks

Objectives

Our primary objective is to connect (bridge between, coordinate, etc.)
analyses of how learning takes place locally via individual activity and in
small group settings and global learning phenomena such as the learning of
a community or how local activity produces resources for learning in other
locales. Concomitant with these questions of the relationships between
local and network level learning phenomena come questions of how theories
at these levels articulate with each other or explain phenomena across
levels, and how methods for local analysis, such as microanalytic or
process oriented methods and content analysis can be coordinated with
methods for qualitative case comparisons and methods for global analysis,
such as social and communication network analysis. The workshop will stress
how integrating multiple methods of analysis reaches to practical questions
of integrating computational tools. The interaction between analysis
methods and techniques and models and approaches to theory-building is also
of high interest. However, other aspects are not excluded. Guiding
questions and themes include:

* How does learning take place through the interplay between individual and 
 collective agency?
 - How do local phenomena (individual and small group activity)
   aggregate in ways  that create resources, contexts, or value that
   are then available network-wide for others' individual and small
   group learning? 
 - How are advances in community knowledge building driven
   by local activity?

* How to detect emergent phenomena and patterns in traces of
 collective/collaborative learning activities by using a plurality of
 methods? How do we interconnect these methods?

* What theoretical perspectives are relevant to bridging levels and methods
 of analysis?

* What practical techniques such as different types of triangulation or
 visualization can help to connect different levels and approaches of
 analysis?


* What are the prospects of technical integration of analysis tools through
 a kind of "open analysis workbench" (open architecture, adequate
 representations and user interface metaphors).

Overview of Activities 

The workshop relies on intensive pre-workshop interactions, including the
exchange of data sets and the provision of tools, as already practiced in
previous workshops. These activities will form the background of
presentations at the workshop. The workshop will include a mixture of
framing presentations, analysis of a shared data corpus by several
analysts, and group discussion, selected according to the submissions we
receive.

In order to simultaneously share theoretical approaches and tools while
grounding these in actual analytic needs, the bulk of the workshop
activities will involve participants illustrating their ideas though the
analysis of shared data corpora. Depending on submissions received, we
expect that for each of two distinct data corpora, three to four analysts
will present coordinated analyses of these corpora. Discussion will be
guided to focus on the coordination rather than individual analyses.

Other activities may include tool presentations (for tools that integrate
levels of analysis), and concluding group discussion towards ongoing
activities. Previous workshops have led to joint papers and a book in
progress.

How to Participate

Conference participants may request participation in the workshop under any
of the following roles.

Basic Participants:
   Persons with an interest in the topic but who do not wish to or are not
   selected to play one of the following roles. They will be welcome to
   participate in all open discussion. 

Data Presenter/Analysts:
   Researchers who have a corpus that potentially illustrates learning
   phenomena at multiple levels and can make it available to other workshop
   participants in advance. They will summarize the data (setting, how
   collected, etc.) and present their own multi-level analysis. 

Analysts:
   Researchers who have approaches to analyzing learning at multiple levels who
   will be given access to the data and conduct their own analyses for
   presentation in the workshop. (We will also consider participation of
   researchers who analyze at one level but who are interested in expanding to
   multi-level analysis.)

Concept or Tool Presenters:
   Participants who are not prepared or not selected to play the above roles
   but who have theoretical concepts or analytic tools that organizers judge to
   be of potential value. They may be asked to give brief presentations for
   discussion.

All interested participants should submit one to two pages summarizing
their relevant prior experience, and their objectives in participating in
this workshop. The abstract should indicate which of the types of
participation discussed above is requested: Data presenter/analyst,
Analyst, brief Concept or Tool presentation, or Basic participation. Those
who propose Concept or Tool Presentations should submit one additional page
on a concept or tool that can be presented in 5-10 minutes. Researchers who
wish to participate as Analyst should submit up to two pages characterizing
their theoretical and/or methodological approach to connecting levels of
learning. Potential Data Presenters should submit up to two pages
summarizing the nature of the corpus and making the case that this data
will serve the objectives of the workshop, and that institutional review
board requirements have been met. Data Presenters are encouraged to contact
organizers in advance to discuss the corpus.

Send applications (PDF preferred, but other common document formats are
acceptable) to Dan Suthers [log in to unmask] with "LAK 2012 Analysis
Workshop Submission" in the subject line. Submit by February 26th, 2012 for
priority consideration. Late applications will be considered on a
space-available basis.

Acceptance decisions for applications received on time will be sent out by
March 4th, 2012. Data Presenters will be expected to provide data to
Analysts by April 1st, 2012, and preferably earlier.

Workshop Organizers 

Dan Suthers, Professor in the Department of Information and Computer
Sciences at the University of Hawaii at Manoa

Ulrich Hoppe, Professor in the Department of Computer Science and Applied
Cognitive Science (Engineering Faculty) at the University of
Duisburg-Essen, Germany.

Maarten de Laat, Director of the Networked Learning research programme at
the Ruud de Moor Centrum, Open Universiteit Nederland.

Simon Buckingham Shum, Senior Lecturer in Knowledge Media and Associate
Director (Technology), at the Open University's Knowledge Media Institute.

See 
http://engaged.hnlc.org/story_comments/list/17 for further details
http://lak12.sites.olt.ubc.ca/workshops/ for registration information

    ---------------------------------------------------------------
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December 1998, Week 4
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December 1997, Week 3
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