ickm 2015 - analysing & predicting recurrent interaction in moocs forums
TRANSCRIPT
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ICKM 2015 Osaka @aysesCS
ANALYSING AND PREDICTING RECURRENT INTERACTIONS AMONG
LEARNERS DURING ONLINE DISCUSSIONS IN A MOOC
Ayşe Saliha Sunar
06/11/15
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@aysesCS
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ICKM 2015 Osaka @aysesCS 2
My background Gazi University, TURKEYBSc in Mathematics Non-thesis master in Teaching mathematics to secondary school students
06/11/15
Nagoya University, JAPAN MSc in Computer Supported Education & Intelligent Tutoring Systems University of Southampton,
UNITED KINGDOM PhD in Learning Analytics & Personalisation & MOOCs
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ICKM 2015 Osaka @aysesCS 3
• MOOC Datasets management• Data Analysis• Curation:
• Academic Literature (Mendeley)• Journalistic literature (Scoop.it)
• Blog• Training• Publications
06/11/15
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ICKM 2015 Osaka @aysesCS 4
• MOOC Datasets management• Data Analysis• Curation:
• Academic Literature (Mendeley)• Journalistic literature (Scoop.it)
• Blog• Training• Publications
06/11/15
Massive
Open
Online
Courses
Since 2007…
Learners communicate
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ICKM 2015 Osaka @aysesCS 5
• MOOC Datasets management• Data Analysis• Curation:
• Academic Literature (Mendeley)• Journalistic literature (Scoop.it)
• Blog• Training• Publications
06/11/15
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ICKM 2015 Osaka @aysesCS 6
My motivation in
• Track and contribute to the development in mass personalisation in MOOCs
06/11/15
Some issues: • Heterogeneity of learners • High dropouts • Low participation in online
discussions
Possible solution:Personalisation services by using learning analytics
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ICKM 2015 Osaka @aysesCS 7
First task: To Understand the Current Situation in Personalisation of MOOCs
• 7th International Conference on Computer Supported Education, 23-25 May, 2015, Lisbon available on eprintshttp://eprints.soton.ac.uk/381181/
06/11/15
Ayse Saliha SUNAR
Nor Aniza ABDULLAH
Hugh C DAVIS
Su WHITE
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ICKM 2015 Osaka @aysesCS 8
Results from the Literature Review • Some personalisation services aim at helping learners
through online communication • Excessive information on discussion forums • Less number of participants • Difficulty in finding like-minded peer to discuss
06/11/15
• If we predict learners’ future activity in online discussions, it could be very helpful to intervene their learning by offering personalised service. And, eventually learners may even complete the course.
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ICKM 2015 Osaka @aysesCS 9
Preliminary experiment: The Nature of Social Learning Networks in MOOCs
• Focus of study: • How much did the learners contribute to online discussions? • Did they sustain their contribution to online discussions? • Did recurrent interactions occur over the weeks?• Can we predict learners’ potential relationships?
06/11/15
It is important to understand learners’ behaviour and the nature of their communications in MOOCs.
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ICKM 2015 Osaka @aysesCS 10
Methodology• Analysis of Develop Your Research Project MOOC on
FutureLearn MOOC platform (15 September – 5 November 2014 )
• Dataset: Learners’ comments on the discussion boards (15 September – 22 November 2014
06/11/15
• A tool is developed to identify relationships between learners through their communication on discussion board.
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Identifying Social Learning Networks
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• There are two types of comments • Individual comment: single comments reflecting learner’s opinion,
thought, question and so on. • Interaction (between two learners): reply to somebody’s comment.
• The strength of relationships based on a peer’s interactions is calculated.
• These directed and weighted relationships are illustrated by a graph and matrix.
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Results of General Analysis (1/4)General Analysis of the Data
• Funnel participation (Clow, 2013) has been observed in the studied MOOC’s course i.e. Developing Your Research Project
30/09/15
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Results of General Analysis (2/4)• Learners’ interactions and the strength of their interactions
in each week
Week1
Week4
Week7
Week2
Week5
Week8
Week3
Week6
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Results of General Analysis (3/4)• The illustrations denote that while 1867 learners contributed
to online discussions by posting at least one comment, only less than half of them replied to the comments.
30/09/15
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Results of General Analysis (4/4)• Recurrent interactions in a week and over the weeks.
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• Despite the low number of recurrent interactions, their interactions have a pattern.
• When an interaction occurred, it is more likely recur in the immediate week.
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Strength of Relationships
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Strength of relationship between the learner u and the learner v
• The frequency of interactions between them is considered by this formula:
where is the number of interaction from the learner u to the learner v and is the total number of contributions the learner has done in the MOOC.
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Learner’s Overall Interest Learner’s Overall Interest towards Online Discussions in a MOOC
• Overall interest is the social interest that a learner has shown from the beginning of the course until a current week. It is calculated as follows:
30/09/15
where cu denotes the total number of comments made by the learner u and c is the total number of comments made by all learners.
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Prediction Method Predicted Social Learning Networks
• If a learners has not initiate any friendship yet in the course, it might be possible to predict their potential social learning network.
• In order to identify a learner’s predicted social learning networks, predicted strength of friendships with every other learner needs to be first determined.
• However, the predicted strength of friendship between two learners varies according to their kind of friendship history.
30/09/15
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Prediction Method Case 1 – friendship with zero-comment learners:
• Learners in this category have not contributed to the online discussions yet.
• Therefore, they have no social learning network and learning history in the MOOC.
• Thus, strength of a possible friendship cannot be predicted.
30/09/15
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Prediction Method Case 2 – persistent friendship:
• Friendship between learners who have been friends before
• Use arithmetic mean to predict the strength of relationship between the learner u and the learner v whom the learner u has previously interacted with
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where n is the number of mutual courses taken by the learner u and v.
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Prediction Method Case 3 – indirect friendship:
• Friendship with the learner v through mutual friend(s) • Use correlation between the learner u and the
learner v through the mutual friend(s) j
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where k is the number of mutual friends of the learner u and the learner v.
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Prediction Method Case 4 – isolated friendship (1/3):
• Friendship with the learner v who has no mutual friend
• Use a probabilistic model for prediction of the strength of possible friendship between the learner u and the learner v
• Therefore, learners possible interest to the new course is calculated first based on their previous activities.
30/09/15
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Prediction Method Case 4 – isolated friendship (2/3):
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• Therefore, each learner’s interest in common courses are:
where A and B are the sets of learners enrolled in the MOOC A and B, respectively.
Overall common interest towards two MOOCs• If the number of common learners are high, it is assumed
that the overall interest towards MOOCs is high.
where ci is the set of MOOCs previously taken by the learner u.
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Prediction Method Case 4 – isolated friendship (3/3):
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• Finally, the predicted strength of friendship between the learner u and the learner v in the new MOOC A is estimated by the following formula:
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Results of Prediction Method (1/3)• Comparison of prediction values and strengths in each week
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Results of Prediction Method (2/3)• Results are promising. • For example, in Week 4, the method predicts possible
interactions for learners who have persisted and indirect friendships. These learners get interacted in real and have relatively higher friendship strength value.
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Results of Prediction Method (3/3)• Negatively, even though the method predicts some
interactions could happen, some of those interactions are never observed between learners and vice versa.
• For example, there are several interactions occurred in Week 3 that have not been predicted.
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Conclusion and Future Work • Most of the participations in online discussions are one-
time posting• Interactions between learners are remarkably low in
comparison to number of comments posted to the online discussion board
• If learners interacted with each other once, it appears likely that they will interact again in subsequent weeks
• We are going to test our method on the other MOOCs’ discussion forums to statistically show the causality between participation in online discussions and the attrition rate.
06/11/15
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Mendeley • Collection of paper on personalisation in MOOCs
23-25 May 2015 Ayse Saliha Sunar @aysesCS
https://www.mendeley.com/groups/4715311/mooc-personalisation
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Ayse Saliha Sunar @aysesCS 30
• Find this presentation online!
23-25 May 2015
http://www.slideshare.net/aysessunar/ickm-2015-analysing-predicting-recurrent-interaction-in-moocs-forums
SlideShare
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ICKM 2015 Osaka @aysesCS 3106/11/15