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Conference Paper: An application of social network analysis to knowledge building
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TitleAn application of social network analysis to knowledge building
 
AuthorsSha, L
van Aalst, Jan
 
KeywordsEducation
 
Issue Date2003
 
PublisherAmerican Educational Research Association. The Journal's web site is located at http://www.aera.net/Default.aspx?id=26
 
Citation"Probing individual, social, and cultural aspects of knowledge building", the annual meeting of the American Educational Research Association, Chicago, April 21-25, 2003. [How to Cite?]
 
AbstractThis paper is a design study that explores the use of server log data to guide knowledge building. We use the Analytic Toolkit for Knowledge Forum™ (KF) and techniques from social network analysis to analyze participation and interactivity in two KF databases. In doing so, we connect individual measures on the use of KF features with measures that probe collaboration at a more systemic level. In this, we are attempting to move from a view of assessment that in our view is overly individual (Chan & van Aalst, in press). The first case study is drawn from a grade 4 class studying electricity and First Nations issues; the second study is drawn from a grade 9 class preparing for the International Baccalaureate Program. In each case, the results uncover useful information about participation and interactivity. In the first study, there were correlations between the use of KF features and the social network variables that deteriorated over time; there also was a lack of reciprocity in the interactions. The students in the second study used the features of KF more extensively, which was accompanied by more reciprocity. In that study there were no significant relationships between the use of KF features and the social network variables. We emphasize not the findings of the studies themselves, but argue that analyses like these be used to inform a class’s ongoing efforts to improve its knowledge building discourse.
 
DescriptionPaper presented at the structured poster symposium of the annual meeting of the American Educational Research Association, 2003.
 
ISSN0163-9676
 
DC FieldValue
dc.contributor.authorSha, L
 
dc.contributor.authorvan Aalst, Jan
 
dc.date.accessioned2010-05-03T08:20:57Z
 
dc.date.available2010-05-03T08:20:57Z
 
dc.date.issued2003
 
dc.description.abstractThis paper is a design study that explores the use of server log data to guide knowledge building. We use the Analytic Toolkit for Knowledge Forum™ (KF) and techniques from social network analysis to analyze participation and interactivity in two KF databases. In doing so, we connect individual measures on the use of KF features with measures that probe collaboration at a more systemic level. In this, we are attempting to move from a view of assessment that in our view is overly individual (Chan & van Aalst, in press). The first case study is drawn from a grade 4 class studying electricity and First Nations issues; the second study is drawn from a grade 9 class preparing for the International Baccalaureate Program. In each case, the results uncover useful information about participation and interactivity. In the first study, there were correlations between the use of KF features and the social network variables that deteriorated over time; there also was a lack of reciprocity in the interactions. The students in the second study used the features of KF more extensively, which was accompanied by more reciprocity. In that study there were no significant relationships between the use of KF features and the social network variables. We emphasize not the findings of the studies themselves, but argue that analyses like these be used to inform a class’s ongoing efforts to improve its knowledge building discourse.
 
dc.description.naturepostprint
 
dc.descriptionPaper presented at the structured poster symposium of the annual meeting of the American Educational Research Association, 2003.
 
dc.description.sponsorshipThis work is supported by a grant from the Social Sciences and Humanities Research Council of Canada to the second author and Marlene Scardamalia. (Grant 410-2000-0998).
 
dc.identifier.citation"Probing individual, social, and cultural aspects of knowledge building", the annual meeting of the American Educational Research Association, Chicago, April 21-25, 2003. [How to Cite?]
 
dc.identifier.issn0163-9676
 
dc.identifier.urihttp://hdl.handle.net/10722/57623
 
dc.language.isoeng
 
dc.publisherAmerican Educational Research Association. The Journal's web site is located at http://www.aera.net/Default.aspx?id=26
 
dc.rightsAmerican Educational Research Association. Annual Meeting Program. Copyright © American Educational Research Association.
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.subjectEducation
 
dc.titleAn application of social network analysis to knowledge building
 
dc.typeConference_Paper
 
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<item><contributor.author>Sha, L</contributor.author>
<contributor.author>van Aalst, Jan</contributor.author>
<date.accessioned>2010-05-03T08:20:57Z</date.accessioned>
<date.available>2010-05-03T08:20:57Z</date.available>
<date.issued>2003</date.issued>
<identifier.citation>&quot;Probing individual, social, and cultural aspects of knowledge building&quot;, the annual meeting of the American Educational Research Association, Chicago, April 21-25, 2003.</identifier.citation>
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<identifier.uri>http://hdl.handle.net/10722/57623</identifier.uri>
<description>Paper presented at the structured poster symposium of the annual meeting of the American Educational Research Association, 2003.</description>
<description.abstract>This paper is a design study that explores the use of server log data to guide knowledge building. We use the Analytic Toolkit for Knowledge Forum&#8482; (KF) and techniques from social network analysis to analyze participation and interactivity in two KF databases. In doing so, we connect individual measures on the use of KF features with measures that probe collaboration at a more systemic level. In this, we are attempting to move from a view of assessment that in our view is overly individual (Chan &amp; van Aalst, in press). The first case study is drawn from a grade 4 class studying electricity and First Nations issues; the second study is drawn from a grade 9 class preparing for the International Baccalaureate Program. In each case, the results uncover useful information about participation and interactivity. In the first study, there were correlations between the use of KF features and the social network variables that deteriorated over time; there also was a lack of reciprocity in the interactions. The students in the second study used the features of KF more extensively, which was accompanied by more reciprocity. In that study there were no significant relationships between the use of KF features and the social network variables. We emphasize not the findings of the studies themselves, but argue that analyses like these be used to inform a class&#8217;s ongoing efforts to improve its knowledge building discourse.</description.abstract>
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<language.iso>eng</language.iso>
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<rights>American Educational Research Association. Annual Meeting Program. Copyright &#169; American Educational Research Association.</rights>
<rights>Creative Commons: Attribution 3.0 Hong Kong License</rights>
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<title>An application of social network analysis to knowledge building</title>
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