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References

Citekey: @halatchliyski2013

References

Halatchliyski, I., Hecking, T., G"ohnertTilman, & Hoppe, H. U. (2013). Analyzing the flow of ideas and profiles of contributors in an open learning community. In Proceedings of the Third International Conference on Learning Analytics and Knowledge LAK ‘13 (66). New York, New York, USA: ACM Press. doi:10.1145/2460296.2460311

Rough summary

The title of this article grasped my eyes. It appeared to be very relevant to what we’re discussing about designing assessment of/for knowledge creation. Things we’re interested include “how to evaluate idea rise,” “how to identify metadiscourse moves,” etc. The idea of tracing idea flow is definitely related to these topics.

The most important contribution of this paper, I think, is introducing scientometric methods into analyzing learning/knowledge building processes. It’s actually not rocket science as it sounds like. The main thing in this method is its combination of social network and temporality. Using hyperlinks in a wiki (the case presented in this paper), the authors could build a network of artifacts, which are arguably regarded as ideas by authors. Then by laying out (revisions of) these artifacts on y-axis, temporal aspect is introduced in the analysis. After such a network (they call it “swim lane visualization”) is constructed, they could conduct “main path analysis” to find out which nodes are in the main path. This can further determine which artifacts are playing important roles in the growth of knowledge, while others are less important or newer. When focusing on individual profiles, different types of authors become distinguishable. The authors define three types: workers, collectors, and initiators, which represent three different roles.

The technique of “main path analysis” is quite inspiring for thinking of assessment for knowledge creation. The trickiest parts, I think, are to define ideas, and links between them. The authors directly uses each wiki page to represent an idea; and we can do the same thing for analysis of Knowledge Forum data—using KF note to denote idea. This is quite natural but may need further scrutiny. For links, while hyperlinks in a wiki could be abundant, links in KF (including building-on, referencing, and contains) could become scarce in some cases. Referencing links are most close to the links used in scientometrics and this paper, but they’re usually scarce in student notes. Building-on links are useful for analyzing idea flow, but they will produce a tree-like or divergent structure, which makes main path analysis not meaningful (because the structure is not a network but a tree). Combining those different types of links could be possible, but again, it depends on the nature of links available in a specific KF database. Other options include “secondary” links such as those based on shared vocabulary as introduced by KBDeX. It will be interesting to further explore different possibilities.

Anyway, I think the main path analysis mentioned in this paper is interesting and promising for assessment for knowledge creation.

Clippings

Scientometric methods are tailored for the analysis of knowledge artifacts, most prominently publications, and their authors. One well-known method is the calculation of the h-index as a measure of scientific reputation [13]. In the context of learning communities, however, individual excellence is not a primary concern. Rather more interesting would be an approach to the long-term characteristics and the dynamics of interactive learning environments. (p. 1)

Hummon and Doreian [14] have proposed a method to detect the main idea flows based on citation networks using a corpus of publications in DNA biology as an exemplar. Our work reported in this paper takes this method, namely main path analysis, as a starting point (p. 1)

The philosophical foundation of this view dates back to Popper [18], who explains the development of scientific knowledge as a constant process of emergence of new ideas and their gradual improvement or abandonment after discovering contradictory evidence. (p. 1)

the temporal dimension should be regarded as a main component of learning analytics (p. 2)

Nevertheless, the field of learning analytics still needs a method to address the temporality of learning processes quantitatively. Aspects that have to be further kept into account include: who influenced whom, which ideas were taken up in later stages and which were not, and how differently do the participants contribute to the overall learning process. (p. 2)

However, the modeling of the overall process of knowledge development is challenging, as it should be kept track of the sequential relations between all the changes in the knowledge base. Any aggregation across time easily leads to a biased analysis of individual and community-level variables. A longitudinal study of different points in time is also an unsatisfactory option, as it misses out the authorship of the changes that have been made between the chosen time points. Especially difficult is to grasp the nonlinear flow of ideas that is characteristic of any learning process. (p. 2)

From the systemic view of the co-evolution model of individual learning and collaborative knowledge building [5], a community and the participating individuals function as two different types of systems that co-evolve through mutual fertilization. (p. 2)

the basis of the relation between the actor (or author) and the artifact (or product) (p. 3)

3.2 Main path analysis (p. 3)

Temporality is explicitly accounted for through the very definition of a directed acyclic graph (DAG) where nodes are single publications and directed edges represent citations between publications. (p. 3)

The main path can be described as the most used path in a citation network taking all possible paths from the source nodes to the sink nodes. (p. 3)

Starting at the fictive source node, the main path is identified by successively following the edge with the maximal weight to the next node until the fictive sink node is reached. (p. 3)

This paper employs the search path count (SPC) algorithm [2] that introduces one virtual source node and one virtual sink node and links these to each of the actual source and sink nodes, respectively. (p. 3)

In the citation network of scientific publications within one field, often one important publication is chosen as a starting point of the development of the field. This publication represents the first source. (p. 3)

The main path analysis [14] is a network analysis technique for the scientometric study of scientific citations over a period of time. (p. 3)

Using simple matrix operations such bi-partite two-mode-networks can be “folded” into homogeneous (one-mode) networks. Here, e.g., two actors would be associated if they have acted upon the same artifact. (p. 3)

SNA has been criticized for eliminating time. (p. 3)

As a next step, a directed acyclic graph is constructed describing the complete flow of knowledge within a single domain in a wiki. Networks of hypermedia resources in a wiki are analogous to networks of publications that are interconnected by citations. (p. 4)

This approach suggests using page revisions instead of wiki pages as nodes in a DAG extracted from a wiki data. We distinguish between two types of directed edges in such graphs: update edges and hyperlink edges. (p. 4)

multiple main paths analysis [16]. (p. 4)

In order to visualize the main paths of idea flows in a wiki we use the visual metaphor of a swim lane diagram introduced in Figure 2. (p. 5)

knowledge flow between two wiki artifacts is established once by the initiating act of a hyperlink creation between them. (p. 5)

differences in the contribution activity of authors that can be interpreted in terms of a division of roles of contribution (p. 6)

specialized in linking articles and emphasize the relations between different topics. They can be regarded as “collectors” (p. 6)

Isolated and largely unimportant articles are not part of the main path (p. 6)

“initiators”, who create important article revisions that are often referred by other articles later on. (p. 6)

performing many successive revisions and probably creating the largest amount of content in the article. We call them “workers”. (p. 6)

4.4 Author profiles (p. 6)

ongoing EU project “SISOB” 3 which has the goal to measure the influence of science on society based on the analysis of (social) networks of researchers and created artifacts. (p. 7)

The analysis processes described in this paper have been integrated into our network analytics workbench. (p. 7)

It appears to be promising to provide moderators, teachers, tutors or the productive teams themselves with results of such analyses, in order to support reflective practices [22]. (p. 8)

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