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Soc comp slides_march_2012
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Transcript of Soc comp slides_march_2012
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Supporting Social Deliberative Skills
in Online: Dialog, Deliberation, and Dispute
Resolution
Tom MurraySenior Research Fellow, Univ. of Massachusetts
March 2012
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“The Fourth Party: Improving Computer-Mediated Deliberation
through Cognitive, Social and Emotional Support”
3-Year NSF Social Computing grant, started Fall 2010
Description at www.tommurray.us/socialdeliberativeskills/
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Project collaborators Beverly Woolf: CompSci, PI (intelligent and collaborative educational
systems)
Tom Murray: CompSci; project manager/co-PI, principal visionary and instigator (ed-tech, cog-psych & D&D)
Leah Wing (social justice and conflict resolution), Ethan Katsh (ODR), Legal Studies, co-PI’s
Lori Clark & Lee Osterweil, CompSci, co-PI’s (ODR, software engineering)
Linda Tropp, Psychology of Peace and Violence, advisor (intergroup relations/conflict)
Zan Goncalves, New England Center for Civic Life (“teaching, practice and study of deliberative democracy”)
Idealogue Inc.; iCohere. Inc. — Advanced dialogue software platforms.
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Outside Collaborators (some budding)
National Mediation Board (management/labor disputes in transportation sector)
DemarsAssociates.com/PayPal/ebay (e-commerce)
Juripax.com (online workplace and divorce settlements)
Idealogue.com (depth-oriented online dialogue platform)
iCohere.com (online communities and work groups)
Mass Dept. of Dispute Resolution (civic engagement)
Pioneer Valley Planning Commission (civic engagement)
New England Center for Civic Life (“teaching, practice and study of deliberative democracy”)
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Dialog/DeliberationDispute/Conflict Resolution
Civic engagement/public dialogue
International & inter-group conflict
Labor/management, consumer disputes alternative dispute resolution
Interpersonal disputes / mediation
Deliberative decision making (school, work, home)
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Debate, Dialogue and Deliberation
Deliberation: “thoughtful, careful, or lengthy consideration by individuals; and formal discussion and debate in groups” (Davies & Chandler 2011)
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Social Deliberative Skills:
Social/Emotional/Reflective
Perspective taking & cognitive empathy
Perspective seeking (curiosity/inquiry)
Self-reflection: on one's biases, intentions, emotional state
Meta-dialog: Reflect on the quality of the dialog
Epistemic skill: e.g. treating facts/data differently from opinions/hypotheses
Tolerance for uncertainty, ambiguity, disagreement, paradox
…
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Social Deliberative Skills
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Social Deliberative Skill:application of HOSs to
me/you/weHigher Order Skills • argumentation• critical thinking• explanation & clarification• inquiry/curiosity (question asking & investigation)• reflective judgment• meta-cognition• epistemic reasoning
Apply these skills, not to EXTERNAL REALITY (“IT”/problem domain) but to theINTERSUBJECTIVE domain
Higher Order Skills applied to:
SELFgoals; level of certainty; feelings, values, assumptions…
YOU goals, assumptions, feelings, values; perspective taking; "believing" & cognitive
empathy…WE
agreements, goals; quality of the discourse/collaboration; differences and similarities in values, beliefs, goals, power,
roles…
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Skills & Issues in Transformative Conf. Res., Social Justice & Inter-group
relations
How mediators/facilitators assess and respond to differences: Race, ethnicity, culture Gender, sex Situational power (e.g. management vs. labor) In-group/out-group dynamics
Challenge assumptions of universality in predominant CR methods Orientation to individual vs. group (‘I statements’) Focusing on future vs. history (and ‘story’) Role of high-emotion language Independent vs. known & trusted facilitators Can’t assume all are free to speak
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Support/Scaffolding vs.
“Education”
FacilitatedOnline
DELIBERATION
Outcomes:- Agreements/solutions
- Relationship, Trust (social capital)
- SKILL USE (and practice)
Existing
Skills
Adaptive Support(4th party)
Passive Support(interface)
FacilitatorSupport
(Dashboard)
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Use technology to support deliberative skills in three
ways
1. Support participants through passive interventions (e.g., visualization tools, prompts, and process structures)—>Ideologue software;
2. Support facilitators or mediators to evaluate the situation and decide what to do—>Dashboard;
3. Provide automated adaptive support (e.g., coaching, guidance, or tutorials) that directly or indirectly teaches or builds these skills—> text analysis.
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Idealogueinc.com
Mediem platform
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Mediem
Opinion Sliders
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(also supporting: appreciation, inquiry;
anonymous discussions)
iCohere example: Passive support for skills
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Facilitator Dashboard (“Wizard of Oz” trials)
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>> Data domains and analysis
1. Classroom online dialogues
2. ODR (online dispute resolution)
3. Online civic engagement
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Text Analysis Domains College classroom dialogs (UMx3x3, FP x1x4)
Experimental & Control groups
ODR E-Commerce (e-bay auto disputes; x 3000) Juripax – divorce settlement & workplace dispute (x 2)
Civic Deliberation E-Democracy.com (Minnesota neighborhood) (x 3) Mass Dept of Dispute Resolution —Forest Futures process (x
2)
Misc GovTeen.com (Philosophy & Ethics forum) (x 2) Bi-community faculty deliberation on conference venue
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Samples from online dialogs
EBay (e-commerce):
“This seller is fraudulent and should be removed from eBay. Why should a eBay buyer have to be put through this.”
“…my good feedback be tarnished by these bottom feeders. That lay and cheat honest people out for there hard earned money.”
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e-democracy: Minneapolis Powderhorn Neighbors Forum
51 posts — by 31 authors, Dec. 2010
Post #1: …while I still love my neighborhood for all its arty, community garden, Fair Trade goodness, I am disappointed -- and yes, angry.… these past few weeks [by what] feels disturbingly like [racial] targeting. This, coupled with the [documented] surveillance of parents of color… Post #2: I'm so sorry that you are having this experience, especially in aneighborhood that prides itself on diversity. Thank you for sharing here sopeople can be more aware that this is still happening. …Post #6: …The whites in Powderhorn pride themselves on diversity, but few actually mingle with their neighbors of color. They tend to reach out to the other liberal artsy gardening whites…
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Workplace dispute:Intake summary
Boss (Grieta) Moderator
“Ryker has created a situation in which a continuation of the work relationship is no longer possible. What I am concerned,
we are talking about terminating the work relationship. I will of course cooperate fully with a constructive mediation and hope for the best. It is unlikely that I myself can come to a solution with Ryke.r”
Employee (Ryker) Moderator
“Since late last year it has been a mess in the company. Management is unclear and inconsistent. The work relationship is disrupted. They want to get rid of me. I am literally "sick" of it. My confidence in the company has been shaken to such a point that I am not sure if I want to stay.”
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Codoole – coding tools
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Contingency Analysis Mosaic Plot
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Automated Text Analysis
LIWC (Pennebaker et al.) – Dictionary-based 4,500 words/STEMS; 80 word categories we focus on 19 of them 80 >> 4 general descriptor categories (word count, words per
sentence, % of words captured, and % of words >6 letters), 22 standard linguistic dimensions (e.g., % pronouns, articles, auxiliary verbs, etc.), 32 psychological constructs (e.g., affect, cognition, biological processes), 7 personal concern categories (e.g., work, home, leisure activities), 3 paralinguistic dimensions (assents, fillers, nonfluencies), and 12 punctuation categories (periods, commas, etc).
Coh-Metrix (Graesser et al.) syntax, referential cohesion, semantic cohesion, rhetorical
composition… 100 measurements output We focus on 4 composite measurements (or major factors):
Narrativty, Referential Cohesion, Syntactic Simplicity, and Word Concreteness
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Deliberative properties for several domains
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Automatic Text Analysis
• Dialogue characteristics:• Compare: dialogues/domains;
participants; roles; experimental groups
• Domain #1) eBay Data 100 posts, 10 sessions 3-way exchanges Roles are identifiable (neutral, seller,
buyer)
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E-commerce: LIWC Automated Text Analysis
Self-refer-ences (I, me,
my)
Social words Positive emotions
Negative emotions
Overall cognitive
words
Articles (a, an, the)
Big words (> 6 letters)
-1.5
-1
-0.5
0
0.5
1
1.5
NeurtalSellerBuyer
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LIWC Analysis
Mediator (neutral) vs.+ less self-reference+ less negative emotion+ less cognitive words+ more articles (precise)+ more big-word use
(i.e., abstract)
Negotiator (Seller, Buyer)+ more self-reference+ more negative emotion+ more cognitive words+ less article use+ less big-word use
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Faculty Dialogue: Analysis Across Phases Coh-Metrix
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Overview and Discussion Phases: + highly used negative connection + high lexical co-reference+ less negation use + low similarity in meaning+ simple syntax Impasse and (non-)Resolution Phases: + less used negative connection + low lexical co-reference+ more negation use+ high similarity in meaning+ complex syntax
Faculty Dialogue: Analysis Across Phases
Coh-Metrix
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End
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Extra slides…