Detecting Communities and Analysing Interactions with Learning Objects in Online Learning Repositories

The widespread use of online learning object repositories has raised the need of studies that assess the quality of their contents, and their user’s performance and engagement. The present research addresses two fundamental problems that are central to that need: the need to explore user interaction with these repositories and the detection of emergent communities of users. The current dissertation approaches those directions through investigating and mining the Khan Academy repository as a free, open access, popular online learning repository addressing a wide content scope. It includes large numbers of different learning objects such as instructional videos, articles, and exercises. In addition to a large number of users. Data was collected using the repository’s public application programming interfaces combined with Web scraping techniques to gather data and user interactions. Different research activities were carried out to generate useful insights out of the gathered data. We conducted descriptive analysis to investigate the learning repository and its core features such as growth rate, popularity, and geographical distribution. A number of statistical and quantitative analysis were applied to examine the relation between the users’ interactions and different metrics related to the use of learning objects in a step to assess the users’ behaviour. We also used different Social Network Analysis (SNA) techniques on a network graph built from a large number of user interactions. The resulting network consisted of more than 3 million interactions distributed across more than 300,000 users. The type of those interactions is questions and answers posted on Khan Academy’s instructional videos (more than 10,000 video). In order to analyse this graph and explore the social network structure, we studied two different community detection algorithms to identify the learning interactions communities emerged in Khan Academy then we compared between their effectiveness. After that, we applied different SNA measures including modularity, density, clustering coefficients and different centrality measures in order to assess the users’ behaviour patterns and their presence. Using descriptive analysis, we discovered many characteristics and features of the repository. We found that the number of learning objects in Khan Academy’s repository grows linearly over time, more than 50% of the users do not complete the watched videos, and we found that the average duration for video lessons 5 to 10 minutes which aligns with the recommended duration in literature. By applying community detection techniques and social network analysis, we managed to identify learning communities in Khan Academy’s network. The size distribution of those communities found to follow the power-law distribution which is the case of many real-world networks. Those learning communities are related to more than one domain which means the users are active and interacting across domains. Different centrality measures we applied to focus on the most influential players in those communities. Despite the popularity of online learning repositories and their wide use, the structure of the emerged learning communities and their social networks remain largely unexplored. Our findings could be considered initial insights that may help researchers and educators in better understanding online learning repositories, the learning process inside those repositories, and learner behaviou

Better e-Learning for innovation in education

This book is an output from the ERASMUS+ project number 2015-1-TR01-KA204-021954 under the name 'Better e-Learning for All' (Project acronym: Better-E)This book - "Better e-Learning for Innovation in Education" - intends to provide an overview of the most important issues that relate Education through e-Learning and Pedagogical Innovation.Acknowledgements: The research leading to these results has received funding from the European Community's ERASMUS+ PROGRAMME under grant agreement no. 2015-1-TR01-KA204-021954 “Better e-Learning for All”.info:eu-repo/semantics/publishedVersio

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

Network Effects on Learning during Disasters: The Case of Australian Bushfires

Understanding factors that enhance or diminish learning levels of individuals and teams is significant for achieving both individual (low level) and organisational (high level) goals. In this study, the effect of social network factors at all levels of analysis (actor level, dyadic level and network level) on learning attitudes of emergency personnel in emergency events is investigated. Based on social network concepts of structural holes and strength of weak ties, and the social influence model of learning, a conceptual model is developed. To test and validate the model, data was collected from the transcripts of the 2009 Victorian Bushfires Royal Commission reports in conjunction with the 2008 Australian Inter-Service Incident Management System (AIIMS) survey. Secondly, network measures were applied for exploring the association with learning from a sample of people working within Incident Management Teams, combat roles and coordination centres across Australia and New Zealand. Empirical results suggest that social network factors at all levels of analysis (actor, dyadic and network levels) of emergency personnel play a crucial role in individual and team learning. The contextual implication from the quantitative and qualitative findings of this research is that when approaches for improving the emergency response at an interpersonal level are contemplated, the importance of social structure, position and relations in the networks of emergency personnel needs to be considered carefully as part of the overall individual and organisation-level goals. With this model of learning-related work activity, based on network connectedness, emergency staff members can strengthen their capacity to be flexible and adaptable. The findings of this study may be appreciated by emergency managers or administrators for developing an emergency practice culture to optimise individual and team learning and adaptability within an emergency management context

Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme

In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.’s (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, ‘How do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?’ The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how students’ mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile tools’ limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining users’ interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools

Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice

Thesis advisor: Larry LudlowIn this dissertation study, I examined the extent to which a relational network of teachers, administrators, two-way immersion (TWI) experts and mentors promote productive communities of practice (CoP). In a conventional instruction, teachers are often isolated in their classrooms, and a private practice culture prevails. In 2012, the Two-Way Immersion Network for Catholic Schools (TWIN-CS) was launched in an effort to support school reform by engaging school leaders and teachers to collectively learn toward implementing TWI models in their schools. Using the framework of communities of practice (Lave & Wenger, 1991; Wenger, 1999), I employed a case study design (Yin, 2009) to explore a national network of Catholic elementary school educators. Data sources included qualitative data featuring semi-structured interviews and quantitative source from a relational network survey. Qualitative results revealed that organizational features of TWIN-CS are critical in promoting participants’ learning to implement TWI. In particular, participants discussed the annual TWIN Summer Academy and bi-monthly webinars to be instrumental for their learning. Many participants also shared that an expansion of CoPs beyond TWIN-CS further prompted productive learning. However, the qualitative evidence also showed a lack of clear internal and external network structures and role definition, and sustaining connection beyond the Summer Academy and webinars were perceived as a great challenge. Quantitative results suggest that TWIN-CS has a core-and-periphery network structure with the Boston College design team at the innermost core, with visibly dense ties connecting to and from them. Most teachers, on the other hand, occupy the most peripheral positions in this network. Survey evidence also showed that participants generally perceived a much stronger learning relationship within schools and showed less certainty on cross-network relationships. In terms of learning characteristics, majority of the respondents viewed knowledge sharing, trust, and advice-oriented dimensions “strongly” but perceived a lack of data-driven learning for both within school and cross-network. I conclude this study with a discussion of implications for future research and practice.Thesis (PhD) — Boston College, 2016.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Research, Measurement and Evaluation

Towards a mobile application to aid law enforcement in diagnosing and preventing mobile bully-victim behaviour in Eastern Free State High Schools of South Africa

Mobile bully-victim behaviour is one cyber aggression that is escalating worldwide. Bully-victims are people who bully others but are also victimised by peers. The behaviour of bully-victims therefore swings between that of pure bullies and pure victims, making it difficult to identify and prevent. Prevention measures require the involvement of a number of stakeholders, including communities. However, there has been a lack of whole-community participation in the fight against cyberbullying and the roles of stakeholders are often unclear. We expect the law enforcement in particular, the police, to play a key role in curbing all forms of bullying. This is a challenging task in South Africa as these law enforcement agents often lack the skills and appropriate legislation to address particularly cyber-related bullying. Literature shows that law enforcement agents need to advance their technological skills and also be equipped with digital interventions if they are to diagnose and prevent mobile bully-victim behaviour effectively. This is particularly important in South Africa, where the rate of crime remains one of the highest in the world. The aim of this study was to develop a mobile application that can aid law enforcement in diagnosing and preventing mobile bully-victim behaviour in high schools. As part of requirements to the application development, it identified the impediments to the law enforcement effectiveness in combating mobile bully-victim behaviour. Extensive literature review on the factors influencing mobile bullying and mobile bully-victim behaviour was conducted and an integrative framework for understanding this behaviour and its prevention was developed. In so doing, the dominant behavioural theories were consulted, including the social-ecological theory, social learning theory, social information processing theories, and the theory of planned behaviour, as well as the general strain theory, and the role theory. The conceptual framework developed in this study extended and tailored the “Cyberbullying Continuum of Harm”, enabling inclusive and moderated diagnosis of bullying categories and severity assessment. That is, instead of focusing on mobile bully-victims only, bullies, victims, and those uninvolved were also identified. Also the physical moderation of the identification process by the police helped to minimise dishonest reporting. This framework informed the design, development and evaluation of a mobile application for the law enforcement agents. The Design Science Research (DSR) methodology within pragmatic paradigm and literature guided the development of the mobile application named mobile bullyvictims response system (M-BRS) and its evaluation for utility. The M-BRS features included functions to enable anonymous reporting and confidential assessments of mobile bully-victims effects in school classrooms. Findings from this study confirmed the utility of the M-BRS to identify learners' involvement in mobile bully-victims behaviour through peer nomination and self-nomination. This study also showed that use of the M-BRS has enabled empowerment of marginalised learners, and mitigation of learners' fear to report, providing them with control over mobile bully-victim reporting. In addition, learners using the M-BRS were inclined to report perpetrators through a safe (anonymous and confidential) reporting platform. With the M-BRS, it was much easier to identify categories of bullies, i.e. mobile bully-victims, bullies, victims, and uninvolved. The practical contributions of this study were skills enhancements in reducing the mobile bully-victims behaviour. These included improvement of the police's technical skills to safely identify mobile bully-victims and their characterisation as propagators and retaliators that enabled targeted interventions. This was particularly helpful in response to courts' reluctance to prosecute teenagers for cyberbullying and the South African lack of legislation thereon so that the police are enabled to restoratively address this behaviour in schools. Also, the identification information was helpful to strengthen evidence for reported cases, which was remarkable because sometimes perpetrators cannot be found due to their concealed online identities. Furthermore, this study made possible the surveillance of mobile bully-victims through the M-BRS, which provided the police some control to reducing the mobile bully-victim behaviour. This study provided a practical way for implementing targeted prevention and interventions programmes using relevant resources towards a most efficient solution for mobile bully-victims problem. Since there are not many mobile-based interventions for mobile bully-victim behaviour, this study provided a way in which artefacts' development could be informed by theory, as a new, innovative and practical contribution in research. In so doing, this study contributed to technology applications' ability to modify desired behaviour

The base of the iceberg: informal learning and its impact on formal and non-formal learning

The author looks at learning (formal, non-formal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning - formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, the book\u27s arguments apply also to schooling and higher education, in both industrialised societies and developing countries where large numbers of children and adults are not and have not been in school and so rely on informal learning to manage change. (DIPF/Verlag