Assessing Student Connectivity in the Connected Learning Spaces of Higher Education

Laura GogiaAugust 8, 2015

This talk is about what’s not in the text..

Feedback

Personal Why

Updates

The

Pers

onal

Why

Retrieved from: Connected Learning Alliance http://clalliance.org/wp-content/themes/saltermitchell2014/images/Graphic-Main-2.png

1 9 3 3 L i tt l e W o m e n1 9 3 4 S p i tf i r e1 9 3 4 T h e L i tt l e M i n i s t e r1 0 3 5 A l i c e A d a m s1 9 3 5 S y l v i a S c a r l e tt1 9 3 6 A W o m e n R e b e l s1 9 3 6 M a r y Q u e e n o f S c o t s1 9 3 7 Q u a l i t y S t r e e t1 9 3 7 S t a g e D o o r1 9 3 8 B r i n g U p B a b y1 9 3 8 H o l i d a y1 9 4 0 T h e P h i l a d e l p h i a S t o r y1 9 4 2 W o m a n o f t h e Y e a r1 9 4 2 K e e p e r o f t h e F l a m e1 9 4 4 D r a g o n S e e d1 9 4 5 W i t h o u t L o v e1 9 4 6 U n d e r c u r r e n t1 9 4 7 T h e S e a o f G r a s s1 9 4 7 S o n g o f L o v e1 9 4 8 S t a t e o f t h e U n i o n1 9 4 9 A d a m ’ s R i b1 9 5 1 T h e A f r i c a n Q u e e n1 9 5 2 P a t a n d M i k e1 9 5 5 S u m m e r ti m e1 9 5 6 T h e R a i n m a k e r1 9 5 7 D e s k S e t1 9 5 9 S u d d e n l y , L a s t S u m m e r1 9 6 2 L o n g D a y ’ s J o u r n e y i n N i g h t1 9 6 7 G u e s s W h o ’ s C o m i n g t o D i n n e r1 9 6 8 T h e L i o n i n W i n t e r1 9 8 1 O n G o l d e n P o n d

1 9 3 3 L i tt l e W o m e n 1 9 3 4 S p i tf i r e1 9 3 4 T h e L i tt l e M i n i s t e r1 0 3 5 A l i c e A d a m s1 9 3 5 S y l v i a S c a r l e tt1 9 3 6 A W o m e n R e b e l s1 9 3 6 M a r y Q u e e n o f S c o t s1 9 3 7 Q u a l i t y S t r e e t1 9 3 7 S t a g e D o o r1 9 3 8 B r i n g U p B a b y1 9 3 8 H o l i d a y1 9 4 0 T h e P h i l a d e l p h i a S t o r y1 9 4 2 W o m a n o f t h e Y e a r1 9 4 2 K e e p e r o f t h e F l a m e1 9 4 4 D r a g o n S e e d1 9 4 5 W i t h o u t L o v e1 9 4 6 U n d e r c u r r e n t1 9 4 7 T h e S e a o f G r a s s1 9 4 7 S o n g o f L o v e1 9 4 8 S t a t e o f t h e U n i o n1 9 4 9 A d a m ’ s R i b1 9 5 1 T h e A f r i c a n Q u e e n1 9 5 2 P a t a n d M i k e1 9 5 5 S u m m e r ti m e1 9 5 6 T h e R a i n m a k e r1 9 5 7 D e s k S e t1 9 5 9 S u d d e n l y , L a s t S u m m e r1 9 6 2 L o n g D a y ’ s J o u r n e y i n N i g h t1 9 6 7 G u e s s W h o ’ s C o m i n g t o D i n n e r1 9 6 8 T h e L i o n i n W i n t e r1 9 8 1 O n G o l d e n P o n d

1 9 3 3 L i tt l e W o m e n1 9 3 4 S p i tf i r e1 9 3 4 T h e L i tt l e M i n i s t e r1 9 3 5 A l i c e A d a m s1 9 3 5 S y l v i a S c a r l e tt1 9 3 6 A W o m e n R e b e l s1 9 3 6 M a r y Q u e e n o f S c o t s1 9 3 7 Q u a l i t y S t r e e t1 9 3 7 S t a g e D o o r1 9 3 8 B r i n g U p B a b y1 9 3 8 H o l i d a y1 9 4 0 T h e P h i l a d e l p h i a S t o r y1 9 4 2 W o m a n o f t h e Y e a r1 9 4 2 K e e p e r o f t h e F l a m e1 9 4 4 D r a g o n S e e d1 9 4 5 W i t h o u t L o v e1 9 4 6 U n d e r c u r r e n t1 9 4 7 T h e S e a o f G r a s s1 9 4 7 S o n g o f L o v e1 9 4 8 S t a t e o f t h e U n i o n1 9 4 9 A d a m ’ s R i b1 9 5 1 T h e A f r i c a n Q u e e n1 9 5 2 P a t a n d M i k e1 9 5 5 S u m m e r ti m e1 9 5 6 T h e R a i n m a k e r1 9 5 7 D e s k S e t1 9 5 9 S u d d e n l y , L a s t S u m m e r1 9 6 2 L o n g D a y ’ s J o u r n e y i n N i g h t1 9 6 7 G u e s s W h o ’ s C o m i n g t o D i n n e r1 9 6 8 T h e L i o n i n W i n t e r1 9 8 1 O n G o l d e n P o n d

1 9 3 3 L i tt l e W o m e n1 9 3 4 S p i tf i r e1 9 3 4 T h e L i tt l e M i n i s t e r1 0 3 5 A l i c e A d a m s1 9 3 5 S y l v i a S c a r l e tt1 9 3 6 A W o m e n R e b e l s1 9 3 6 M a r y Q u e e n o f S c o t s1 9 3 7 Q u a l i t y S t r e e t1 9 3 7 S t a g e D o o r1 9 3 8 B r i n g U p B a b y1 9 3 8 H o l i d a y1 9 4 0 T h e P h i l a d e l p h i a S t o r y1 9 4 2 W o m a n o f t h e Y e a r1 9 4 2 K e e p e r o f t h e F l a m e1 9 4 4 D r a g o n S e e d1 9 4 5 W i t h o u t L o v e1 9 4 6 U n d e r c u r r e n t1 9 4 7 T h e S e a o f G r a s s1 9 4 7 S o n g o f L o v e1 9 4 8 S t a t e o f t h e U n i o n1 9 4 9 A d a m ’ s R i b1 9 5 1 T h e A f r i c a n Q u e e n1 9 5 2 P a t a n d M i k e1 9 5 5 S u m m e r ti m e1 9 5 6 T h e R a i n m a k e r1 9 5 7 D e s k S e t1 9 5 9 S u d d e n l y , L a s t S u m m e r1 9 6 2 L o n g D a y ’ s J o u r n e y i n N i g h t1 9 6 7 G u e s s W h o ’ s C o m i n g t o D i n n e r1 9 6 8 T h e L i o n i n W i n t e r1 9 8 1 O n G o l d e n P o n d

1 9 3 3 L i tt l e W o m e n1 9 3 4 S p i tf i r e1 9 3 4 T h e L i tt l e M i n i s t e r1 0 3 5 A l i c e A d a m s1 9 3 5 S y l v i a S c a r l e tt1 9 3 6 A W o m e n R e b e l s1 9 3 6 M a r y Q u e e n o f S c o t s1 9 3 7 Q u a l i t y S t r e e t1 9 3 7 S t a g e D o o r1 9 3 8 B r i n g U p B a b y1 9 3 8 H o l i d a y1 9 4 0 T h e P h i l a d e l p h i a S t o r y1 9 4 2 W o m a n o f t h e Y e a r1 9 4 2 K e e p e r o f t h e F l a m e1 9 4 4 D r a g o n S e e d1 9 4 5 W i t h o u t L o v e1 9 4 6 U n d e r c u r r e n t1 9 4 7 T h e S e a o f G r a s s1 9 4 7 S o n g o f L o v e1 9 4 8 S t a t e o f t h e U n i o n1 9 4 9 A d a m ’ s R i b1 9 5 1 T h e A f r i c a n Q u e e n1 9 5 2 P a t a n d M i k e1 9 5 5 S u m m e r ti m e1 9 5 6 T h e R a i n m a k e r1 9 5 7 D e s k S e t1 9 5 9 S u d d e n l y , L a s t S u m m e r1 9 6 2 L o n g D a y ’ s J o u r n e y i n N i g h t1 9 6 7 G u e s s W h o ’ s C o m i n g t o D i n n e r1 9 6 8 T h e L i o n i n W i n t e r1 9 8 1 O n G o l d e n P o n d

1 9 3 3 L i tt l e W o m e n1 9 3 4 S p i tf i r e1 9 3 4 T h e L i tt l e M i n i s t e r1 0 3 5 A l i c e A d a m s1 9 3 5 S y l v i a S c a r l e tt1 9 3 6 A W o m e n R e b e l s1 9 3 6 M a r y Q u e e n o f S c o t s1 9 3 7 Q u a l i t y S t r e e t1 9 3 7 S t a g e D o o r1 9 3 8 B r i n g U p B a b y1 9 3 8 H o l i d a y1 9 4 0 T h e P h i l a d e l p h i a S t o r y1 9 4 2 W o m a n o f t h e Y e a r1 9 4 2 K e e p e r o f t h e F l a m e1 9 4 4 D r a g o n S e e d1 9 4 5 W i t h o u t L o v e1 9 4 6 U n d e r c u r r e n t1 9 4 7 T h e S e a o f G r a s s1 9 4 7 S o n g o f L o v e1 9 4 8 S t a t e o f t h e U n i o n1 9 4 9 A d a m ’ s R i b1 9 5 1 T h e A f r i c a n Q u e e n1 9 5 2 P a t a n d M i k e1 9 5 5 S u m m e r ti m e1 9 5 6 T h e R a i n m a k e r1 9 5 7 D e s k S e t1 9 5 9 S u d d e n l y , L a s t S u m m e r1 9 6 2 L o n g D a y ’ s J o u r n e y i n N i g h t1 9 6 7 G u e s s W h o ’ s C o m i n g t o D i n n e r1 9 6 8 T h e L i o n i n W i n t e r1 9 8 1 O n G o l d e n P o n d

1 9 3 3 L i tt l e W o m e n1 9 3 4 S p i tf i r e1 9 3 4 T h e L i tt l e M i n i s t e r1 0 3 5 A l i c e A d a m s1 9 3 5 S y l v i a S c a r l e tt1 9 3 6 A W o m e n R e b e l s1 9 3 6 M a r y Q u e e n o f S c o t s1 9 3 7 Q u a l i t y S t r e e t1 9 3 7 S t a g e D o o r1 9 3 8 B r i n g U p B a b y1 9 3 8 H o l i d a y1 9 4 0 T h e P h i l a d e l p h i a S t o r y1 9 4 2 W o m a n o f t h e Y e a r1 9 4 2 K e e p e r o f t h e F l a m e1 9 4 4 D r a g o n S e e d1 9 4 5 W i t h o u t L o v e1 9 4 6 U n d e r c u r r e n t1 9 4 7 T h e S e a o f G r a s s1 9 4 7 S o n g o f L o v e1 9 4 8 S t a t e o f t h e U n i o n1 9 4 9 A d a m ’ s R i b1 9 5 1 T h e A f r i c a n Q u e e n1 9 5 2 P a t a n d M i k e1 9 5 5 S u m m e r ti m e1 9 5 6 T h e R a i n m a k e r1 9 5 7 D e s k S e t1 9 5 9 S u d d e n l y , L a s t S u m m e r1 9 6 2 L o n g D a y ’ s J o u r n e y i n N i g h t1 9 6 7 G u e s s W h o ’ s C o m i n g t o D i n n e r1 9 6 8 T h e L i o n i n W i n t e r1 9 8 1 O n G o l d e n P o n d

1 9 3 3 L i tt l e W o m e n1 9 3 4 S p i tf i r e1 9 3 4 T h e L i tt l e M i n i s t e r1 0 3 5 A l i c e A d a m s1 9 3 5 S y l v i a S c a r l e tt1 9 3 6 A W o m e n R e b e l s1 9 3 6 M a r y Q u e e n o f S c o t s1 9 3 7 Q u a l i t y S t r e e t1 9 3 7 S t a g e D o o r1 9 3 8 B r i n g U p B a b y1 9 3 8 H o l i d a y1 9 4 0 T h e P h i l a d e l p h i a S t o r y1 9 4 2 W o m a n o f t h e Y e a r1 9 4 2 K e e p e r o f t h e F l a m e1 9 4 4 D r a g o n S e e d1 9 4 5 W i t h o u t L o v e1 9 4 6 U n d e r c u r r e n t1 9 4 7 T h e S e a o f G r a s s1 9 4 7 S o n g o f L o v e1 9 4 8 S t a t e o f t h e U n i o n1 9 4 9 A d a m ’ s R i b1 9 5 1 T h e A f r i c a n Q u e e n1 9 5 2 P a t a n d M i k e1 9 5 5 S u m m e r ti m e1 9 5 6 T h e R a i n m a k e r1 9 5 7 D e s k S e t1 9 5 9 S u d d e n l y , L a s t S u m m e r1 9 6 2 L o n g D a y ’ s J o u r n e y i n N i g h t1 9 6 7 G u e s s W h o ’ s C o m i n g t o D i n n e r1 9 6 8 T h e L i o n i n W i n t e r1 9 8 1 O n G o l d e n P o n d

(DIGITAL) AFFINITY GROUPS & SPACESC i n e m a

H i s t o r y

L i t e r a t u r e

F a s h i o n

(DIGITAL) AFFINITY GROUPS & SPACESF a n fi c ti o n

D i g i t a l m a k e s

B l o g g i n g

N e t w o r k i n g

(DIGITAL) AFFINITY GROUPS & SPACES

Conn

ecte

d Le

arni

ng

Retrieved from: Connected Learning Alliance http://clalliance.org/wp-content/themes/saltermitchell2014/images/Graphic-Main-2.png

SOCIAL CONSTRUCTIVISM – LEARNING COMMUNITIES

EXPERIENTIAL – ACTIVE – PROBLEM BASED LEARNING

OTHER EMERGING DIGITAL PEDAGOGIES

Networked Learning – Open Scholarship – Networked Participation – Digital Literacies

Theo

ry

Dis

posi

tions STRATEGIC REFLECTION

PATTERN RECOGNITION

TRANSFORMATIVE CREATIVITY

Technical, information, network literacy & self-reflection to navigate groups & content

Pattern identification across contexts & content

Ability to remix & repurpose

Conn

ectiv

ity

The ability to connect or interact with people and resources across space, time, or contexts for the purposes of engaging with, curating or aggregating, remixing, repurposing, or feeding knowledge forward.

High

er E

duca

tion

Microblogging

Blogging

How can we document that students are connecting ideas, spaces, and people through these activities and in these Connected Learning courses?

Stud

y Pu

rpos

e To explore options for documenting student connectivity in the microblogging and blogging connected learning activities of higher education

Desirable assessments are:Feasible – Scalable – Caring – Integrated – Sustainable

Are there ways to take advantage of the uniquely digital aspects of microblogging and blogging spaces to develop new approaches to assessment?

Stud

y O

verv

iew Phase 1: Define Construct & Context

Phase 2: Develop Assessment SpecificationsPhase 3: Evaluate Assessment StrategiesPhase 4: (Begin to) Validate Assessment

Literature Review

Literature Review & Pilot Study

Social Network Analytics & Discourse Analytics

Comparison of Social Network Analysis & Discourse Analysis with Connected Learning Survey & Summative Content Analysis

Where we are right now.Literature Review

Pilot Study

Data Collection

Data Analysis

Evaluation of Assessment Strategies and Recommendations

Upd

ates Student performance data has been collected from five

VCU “Connected Learning” online summer courses, all implemented through student blogging & microblogging.

Visual Poetry (ENGL 215)Clear Thinking for Visible Learning (UNIV 291)Complimentary & Alternative Medicine (UNIV291)Sociology 101 (SOCY101)Curious Collaboration (CMST 691)

Cour

se P

rofil

es Level Class Size General Ed Open

Visual Poetry

Undergrad

20

Yes

Yes

Visible Learning 6

C&A Medicine 20

Sociology 101 30No

Curious Collaboration Graduate 12

Dat

a Co

llecti

on From TwitterFrom BlogsFrom Students (Directly)

Combination of TAGS Explorer and Nodexl have been used to collect and visualize course-related student tweets

A WordPress Plugin (WP CSV) used to export post data from course websites*

The Connected Learning Survey is housed on research website but linked to course sites; students are asked to complete it.

Rese

arch

Web

site

Rampages.us/clresearch

Class Participation #Responses #Students Response Rate

Visual Poetry 3 20 15%Visible Learning 1 6 17%C&A Medicine 7 20 35%Sociology 101 1 30 3%Curious Collaboration 8 11 73%Unknown 1 0 --

Surv

ey R

esul

ts

Dat

a An

alys

isTweets Blog Posts Survey Results

Social Network Analysis XDiscourse Analysis X XTargeted Content Analysis X XDescriptive Statistical Analysis X

Data Visualization X

Betweenness & Degree Centrality X

Retweets (Quant/Qual) XHyperlinks (Quant/Qual) X XImages (Quant/Qual) X XMentions (Quant/Qual) X X

Lim

itati

ons

Exploratory & Early

Diverse study population reduces internal validity but provides more robust proof of concept

Low levels of participation in Connected Learning Survey in three of the five courses