Developing Learning Analytics for Epistemic Commitments in a Collaborative Information Seeking Environment

Learning analytics sits at the confluence of learning, information, and computer sciences. Using a distinctive account of learning analytics as a form of assessment, I first argue for its potential in pedagogically motivated learning design, suggesting a particular construct – epistemic cognition in literacy contexts – to probe using learning analytics. I argue for a recasting of epistemic cognition as ‘epistemic commitments’ in collaborative information tasks drawing a novel alignment between information seeking and multiple document processing (MDP) models, with empirical and theoretical grounding given for a focus on collaboration and dialogue in such activities. Thus, epistemic commitments are seen in the ways students seek, select, and integrate claims from multiple sources, and the ways in which their collaborative dialogue is brought to bear in this activity. Accordingly, the empirical element of the thesis develops two pedagogically grounded literacy based tasks: a MDP task, in which pre-selected documents were provided to students; and a collaborative information seeking task (CIS), in which students could search the web. These tasks were deployed at scale (n > 500) and involved writing an evaluative review, followed by a pedagogically supported peer assessment task. Assessment outcomes were analysed in the context of a new epistemic commitments-oriented set of trace data, and psychometric data regarding the participants’ epistemic cognition. Demonstrating the value of the methodological and conceptual approach taken, qualitative analyses indicate clear epistemic activity, and stark differences in behaviour between groups, the complexity of which is challenging to model computationally. Despite this complexity, quantitative analyses indicate that up to 30% of variance in output scores can be modelled using behavioural indicators. The explanatory potential of behaviourally-oriented models of epistemic commitments grounded in tool-interaction and collaborative dialogue is demonstrated. The thesis provides an exemplification of theoretically positioned analytic development, drawing on interdisciplinary literatures in addressing complex learning contexts

Reducing Disparities in Hypertension among African American Women through Understanding Information Seeking and Information Use.

Purpose: The purpose of this dissertation project is to establish a foundation to develop interventions to reduce the health disparity in hypertension that disproportionally affects African American women: (a) explore the evidence on Internet health information seeking; (b) describe Internet behaviors and information behaviors in a sample of African American women; and (c) determine the ability of a conceptual model to explain the variance in information use in a sample of African American women. Methods: The first set of data (literature review) was collected from 15 electronic databases. A total of 9 empirical studies were included in the review. The second set of data was collected from African American women attending a Midwestern church conference (n = 156). Frequencies, descriptives, and means were used to describe blood pressure, hypertension knowledge scores, and information seeking. Pearson r correlations were used to examine the relationships between information seeking and other information behaviors. Logistic regression was used to examine use of information take action to self-mange blood pressure. Results: Manuscript 1 provides seven themes related to Internet health information seeking. Manuscript 2 shows that African American women could use enhanced hypertension education and the Internet could be a facilitator for nurse-patient interactions. Manuscript 3 displays findings that describe the ability conceptual model to explain information used to actively manage blood pressure in African American women. The conceptual model was a good fit to the data as correctly classified women who reported use of information to take action to self-manage blood pressure and those who did not among women at risk for hypertension. The conceptual model was not a good fit for women diagnosed with hypertension. Conclusions: Using the Internet as a tool may be useful for African American women who are interested in self-managing their blood pressure. Women in the sample were using the Internet with frequency and could benefit from enhanced hypertension education. Social aspects of information seeking were identified in this sample; the women reported collaborative information seeking, incidental information acquisition, and information sharing. Information sharing was a significant, independent explanatory variable in the logistic regression models predicting information use.PHDNursingUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/108935/1/lenettew_1.pd

Online help-seeking in communities of practice

Interactive online help systems are considered to be a fruitful supplement to traditional IT helpdesks, which are often overloaded. They often comprise user-generated FAQ collections playing the role of technology-based conceptual artifacts. Two main questions arise: how the conceptual artifacts should be used, and which factors influence their acceptance in a community of practice (CoP). Firstly, this paper offers a theoretical frame and a usage scenario for technology-based conceptual artifacts against the theoretical background of the academic help-seeking and CoP approach. Each of the two approaches is extensively covered by psychological and educational research literature, however their combination is not yet sufficiently investigated. Secondly, the paper proposes a research model explaining the acceptance of conceptual artifacts. The model includes users’ expectations towards the artifact, perceived social influence and users’ roles in the CoP as predictors of artifact use intention and actual usage. A correlational study conducted in an academic software users’ CoP and involving structural equations modeling validates the model, suggesting thus a research line that is worth further pursuing. For educational practice, the study suggests three ways of supporting knowledge sharing in CoPs, i.e. use of technology-based conceptual artifacts, roles and division of labor, and purposeful communication in CoPs

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Information seeking and processing are key literacy practices. However, they are activities that students, across a range of ages, struggle with. These information seeking processes can be viewed through the lens of epistemic cognition: beliefs regarding the source, justification, complexity, and certainty of knowledge. In the research reported in this article we build on established research in this area, which has typically used self-report psychometric and behavior data, and information seeking tasks involving closed-document sets. We take a novel approach in applying established self-report measures to a large-scale, naturalistic, study environment, pointing to the potential of analysis of dialogue, web-navigation – including sites visited – and other trace data, to support more traditional self-report mechanisms. Our analysis suggests that prior work demonstrating relationships between self-report indicators is not paralleled in investigation of the hypothesized relationships between self-report and trace-indicators. However, there are clear epistemic features of this trace data. The article thus demonstrates the potential of behavioral learning analytic data in understanding how epistemic cognition is brought to bear in rich information seeking and processing tasks

A Conceptual Model for Scholarly Research Activity

This paper presents a conceptual model for scholarly research activity, developed as part of the conceptual modelling work within the ???Preparing DARIAH??? European e-Infrastructures project. It is inspired by cultural-historical activity theory, and is expressed in terms of the CIDOC Conceptual Reference Model, extending its notion of activity so as to also account, apart from historical practice, for scholarly research planning. It is intended as a framework for structuring and analyzing the results of empirical research on scholarly practice and information requirements, encompassing the full research lifecycle of information work and involving both primary evidence and scholarly objects; also, as a framework for producing clear and pertinent information requirements, and specifications of digital infrastructures, tools and services for scholarly research. We plan to use the model to tag interview transcripts from an empirical study on scholarly information work, and thus validate its soundness and fitness for purpose

The Partial Evaluation Approach to Information Personalization

Information personalization refers to the automatic adjustment of information content, structure, and presentation tailored to an individual user. By reducing information overload and customizing information access, personalization systems have emerged as an important segment of the Internet economy. This paper presents a systematic modeling methodology - PIPE (`Personalization is Partial Evaluation') - for personalization. Personalization systems are designed and implemented in PIPE by modeling an information-seeking interaction in a programmatic representation. The representation supports the description of information-seeking activities as partial information and their subsequent realization by partial evaluation, a technique for specializing programs. We describe the modeling methodology at a conceptual level and outline representational choices. We present two application case studies that use PIPE for personalizing web sites and describe how PIPE suggests a novel evaluation criterion for information system designs. Finally, we mention several fundamental implications of adopting the PIPE model for personalization and when it is (and is not) applicable.Comment: Comprehensive overview of the PIPE model for personalizatio

The Case for Developing and Deploying an Open Source Electronic Logistics Management Information System

Summarizes efforts to strengthen health information systems in low- and lower-middle-income countries, including development of common requirements. Outlines models for collaboration among stakeholders, national leaders, and health information users

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

The relation between prior knowledge and students' collaborative discovery learning processes

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (discovery) skills were related to the students' dialogue in different discovery learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development