Welcome to Croatia, and to the 11th Networked Learning Conference

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Parallel Session 5 - Ban Zrinski [clear filter]
Tuesday, May 15

3:15pm CEST

A ‘Social Identity Approach’ as a Theory for the Design of Learning with Educational Technology: The Case of Clickers
This article explores learning design initially focusing upon clickers, a polling technology used largely in the classroom. We develop that to consider learning design focused at the level of the whole-group. We then apply this to education technologies in general. One distinctive contribution made here is to conceptualise clickers as a technology for groups to work as a group (collectively). To explore this, we consider two popular models for using clickers. One of these is Peer Instruction (Mazur) which is by far the most used and well-known model. The other is SharedThinking (Bowskill) which is a more recent addition. We go on from there to explore group-relevant theory and seek to widen this to consider theory for learning design using many technologies. Clickers are an under-theorised set of technologies and here is our second distinctive contribution in this paper. Researchers have called for ‘empirical work to develop theory’ (Boscardin and Penuel, 2012) for this technology. An additional concern is that “existing research does not connect to larger research on education or psychology” (Penuel, Roschelle et al, 2004). We explore the possibility of a social identity approach (Bliuc et al., 2011, Haslam, 2004) as a theoretical tool for learning design in ways which might address these concerns. We suggest learning design may benefit from a focus on the group-level of thinking as part of a technology-supported identity-mediated practice. Interestingly, other researchers have argued for different mediators of learning to be considered when designing pedagogical practice. Technology and networks (Siemens, 2005), language (Wertsch, 1980, Vygotsky, 1978), activities and tools (Engeström, 2007) and communities (Wenger, 1998, Lave and Wenger, 1991, Roschelle et al., 2004) have all been used to inform pedagogy. This paper proposes the addition of ‘identity-mediated group learning’ (Bowskill, 2017b) in which the situated group-identity provides the basis for development using a social identity approach. Finally, one researcher describes the use of clickers as having a ‘catalytic’ effect (Draper, 2009). Another notes the ‘sense of community’ as an affective outcome arising from the use of this technology (Simon et al., 2013). In this paper, the suggestion is the ‘catalytic’ effect may be the moment of social identification when the group is made salient and deindividuation occurs. From this, we affirm the view elsewhere in the literature that ‘reference to peers has more influence than reference to facts’ (Goldstein et al., 2008).

Tuesday May 15, 2018 3:15pm - 3:40pm CEST
Ban Zrinski Hotel Dubrovnic, Zagreb
  Parallel Session 5 - Ban Zrinski, Paper
  • Key Words social identity, clickers, learning design, technology, pedagogy, learning theory

3:40pm CEST

Exploring the geographies of academic social network sites from a socio-technical perspective: an investigation of scientific literature in Spanish
Academic social network sites (ASNS) like ResearchGate and Academia.edu can be analysed as techno-cultural systems through which researchers perform a number of tasks and roles that can be collectively defined as digital scholarship. This study sets out to map empirical Spanish-language research studies on the use of ResearchGate and Academia.edu among scholarly communities. The aim is to verify possible research gaps regarding shared scholarly knowledge and networked learning supported by ASNS. The study is based on a theoretical framework which treats ASNS as networked socio-technical systems that encompass systemic dimensions and individual usage as strictly intertwined elements influencing each other. This occurs at three levels: 1) the socio-economic level, which includes components like ownership, governance, and business model; 2) the techno-cultural level, which includes components associated to technology, user/usage, and content; and 3) the networked-scholar level, which includes components related to networking, knowledge sharing and identity. The research reported here is an extension of a previous study of English-language scientific literature which was carried out with the same methods. The corpus of the study was collected from a search of leading databases of international scientific literature (Web of Science, Scopus and a number of Ibero-American scientific databases). The search yielded 12 papers, which were selected according to a set of criteria and analysed in terms of components of the aforementioned three-level framework. The results show that ResearchGate is attracting greater attention, with a particularly high proportion of studies dedicated to social science areas like library and information sciences and communication science. Analysis at the networked scholar level, encompassing forms through which scholars build their identities and reputation in social spaces, revealed that this was underused. The results highlight a need for more specific studies on open and distributed knowledge exchange generated in ASNS from a networked learning perspective, including both individual and collective scholarly practices. Moreover, increased use of qualitative methods could contribute to shed light on new practices among scholars for building reputation and professional identity.

avatar for Stefania Manca

Stefania Manca

Researcher, Institute of Educational Technology, National Research Council of Italy

Tuesday May 15, 2018 3:40pm - 4:05pm CEST
Ban Zrinski Hotel Dubrovnic, Zagreb
  Parallel Session 5 - Ban Zrinski, Paper
  • Key Words Academic social network sites, ResearchGate, Academia.edu, Socio-technical system, Scholarly communication, Spanish-language scientific literature

4:05pm CEST

Dashboard literacy: understanding students’ response to learning analytic dashboards
Dashboards are the graphical interface that manipulate and present data about students’ learning behaviours (attendance, visits to the library, attainment etc.). Although only a few UK HEIs have developed a dashboard for students, most other UK HEIs have an aspiration to develop their use (Sclater 2014). Hence it is timely and significant to understand the ways that students respond to seeing data presented to them in the form of a dashboard._x000D_ _x000D_ This paper discusses and conceptualises the findings from a small scale study, funded by Society for Research in Higher Education. The study involved twenty-four final year undergraduate students in a single faculty in a UK University. The study focussed on the ways that students interpret and respond to seeing data about their learning presented via a dashboard. Sutton’s (2012) three pillars of feedback literacy: knowing, becoming and acting, were employed to understand the potential of dashboards for supporting students’ motivation towards their learning._x000D_ _x000D_ The paper suggests that, similar to feedback literacy, there is a type of literacy associated with dashboards that has components of knowing, becoming and acting and that employing these concepts helps us to understand how students’ respond to dashboards. By identifying students' engagement with dashboards as a literacy practice rather than a technical skill or understanding, the paper argues that we need to focus on students' growing identity that is embedded into a sense of being and is individually experienced and constructed. Hence the notion of dashboard literacy suggests that institutions need to work with students to develop their personal and reflective processes to enhance the way that dashboards are interpreted. _x000D_ _x000D_ The paper provides evidence that students may be motivated by seeing their data presented in a dashboard format and this can lead to changes in behaviour which are likely to lead to improved student outcomes and attainment. It also illustrates how students’ engagement with dashboards is highly individual and dependent on their personal disposition and orientation to learning. Hence their use needs to be treated cautiously recognising the power that these tools have to shape impact on students' well-being alongside their potential._x000D_

Tuesday May 15, 2018 4:05pm - 4:30pm CEST
Ban Zrinski Hotel Dubrovnic, Zagreb
  Parallel Session 5 - Ban Zrinski, Paper
  • Key Words dashboard, student identity, learning behaviours, learning analytics, feedback

4:30pm CEST

Social media analytics dashboard for academics and the decision-making process: A systematic literature review
Our worlds have changed since the social media exploded, and it affects not only our social, everyday lives but also our academic endeavours. Now, academics can disseminate knowledge through social media platforms, created specifically for academics and for the public. Uses of social media are now analyzed for providing an overview of the impact of academic dissemination, might be termed as social media analytics for academics — a non-traditional statistical dashboard that include both citation impact metrics and webometrics of scientific publications. The analytics have potential to change the way researchers disseminate, choose study focus, research fields, and much more. Readers also could rely on the analytics in the selection process. However, along with the social media analytics, comes a need for new terminology and use of metrics to evaluate the impact of research articles. Online interaction metrics have evolved to become alternative bibliometric matrices, that view downloads, likes, shares, comments, and other similar online engagements as the indicators of impact. The impact evaluation no longer solely depends on citations, but on the various forms of engagement and activity surrounding an article. This systematic literature review attempts to uncover whether literature about dashboards on social media for academics exists. Also, whether any study has been conducted on the decision-making process that comes with the recent social media dashboards for academics. The literature review uncovered 11 texts of relevance to the topic, along with five pre-determined texts. In order to create a legible overview of the literature, a qualitative content analysis was conducted, coded with 21 themes, and merged into three categories: (1) Bibliometrics, social media analytics and alternative metrics for the reputation of academics, (2) Academics’ strategy for- and impact of dissemination and (3) Dashboard for Academics’ knowledge dissemination analytics. The study shows that no study exists about dashboards for social media for academics, nor is there a focus on the decision-making process. Thereby, a need to study dashboards on social media exist, because, not only will altmetrics on the dashboards provide authors with critical numerical information, but also create an opportunity for the readers to make decisions regarding academic work and academics. Authors will, at the same time, be able to make decisions on what to further investigate/study and how to make greater impact in the broader society than just readers of the bibliographic databases.

Tuesday May 15, 2018 4:30pm - 4:55pm CEST
Ban Zrinski Hotel Dubrovnic, Zagreb
  Parallel Session 5 - Ban Zrinski, Paper
  • Key Words Social media for academics, Social media analytics dashboard for academics, Alternative metrics, Altmetrics, Scientometric analysis, Bibliographic analysis