This presentation is prepared for DALMOOC and talks about the use of social network analysis for improvement of learning design. The presentation is based on
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367
4. Instructor-centered network
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning
design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367
5. Discussion dominated by one student
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning
design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367
6. Equal distribution of
student distributions
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning
design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367
7. SNA to monitor the effectiveness
of learning designs
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning
design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367
8. Learning Design – An example
Early instructor facilitated discussion
Followed by student peer interaction
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning
design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367
9. Early facilitation by instructors
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning
design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367
10. Strong student peer interaction
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning
design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367