Archived Webinars

Visualizing patient decision-making processes regarding choice of therapy with Epistemic Network Analysis: A worked example of manual coding and segmentation

Szilvia Zörgő

Assistant professor, Semmelweis University

Gjalt-Jorn Peters

Assistant Professor, Open University of the Netherlands 

Our research initiative aimed to explore patient decision-making concerning their choice of therapy: biomedicine, non-conventional medicine, or both. These decisions, occurring throughout the patient journey, are intricately tied to the patient’s previous experiences, their trusted sources of information, and what they think caused their illness. We employed Epistemic Network Analysis (ENA) as an analytical system that enabled us to handle large amounts of data and capture the systemic nature of many variables involved. Yet applying Quantitative Ethnography (QE) techniques to continuous narratives (e.g. semi-structured interviews) in an inquiry where manual segmentation with a multitude of codes is preferred poses several challenges. In order to address these issues, we developed the Reproducible Open Coding Kit (ROCK) – convention, open source software, and interface – that eases manual coding, enables researchers to reproduce the coding process, compare results, and collaborate. Our aim is to broaden the usage of QE, while facilitating Open Science principles and transparency. Our webinar will elaborate our research, address issues surrounding the QE treatment of continuous narratives, and introduce the basic functionality of the ROCK. We hope to see you there!

Resources

Video: Transcript

Presentations: Szilvia Zörgő | Gjalt-Jorn Peters

Paper: See the ICQE19 Proceedings 

Learn more about ROCK: ROCK Book | iROCK | ROCK Tutorial

The influence of discipline on teachers’ knowledge and decision making

Michael Phillips

Senior Lecturer, Monash University

The knowledge required by teachers has long been a focus of public and academic attention. Following a period of intense research interest in teachers’ knowledge in the 1980’s and 1990’s, many researchers have adopted Shulman’s (1987) suggestion that expert teaching practice is based on seven forms of knowledge which collectively are referred to as a knowledge base for teaching. Shulman’s work also offered a decision-making framework known as pedagogical reasoning and action which allows teachers to use their seven forms of knowledge to make effective pedagogical decisions. Despite the widespread acceptance of these ideas, no empirical evidence exploring the connections between knowledge and decision-making are evident in the research literature. This paper reports on a pilot study in which the connections between knowledge and decisions in science, mathematics and information technology teachers’ lesson plans are quantified and represented using epistemic network analysis. Findings reveal and levels of complexity that have been intimated but, until now, not supported with empirical evidence.

Resources

Video: Transcript

Presentation: Michael Phillips

A Linguistic Ethnographic Perspective on Classroom Identities and Participation (And Some Challenges for Quantitative Ethnography)

Adam Lefstein

Professor, Ben-Gurion University of the Negev 

Aviv Orner

Tel Aviv University

Hadar Netz

Tel Aviv University

Eran Hakim

Ben-Gurion University of the Negev

Most quantitative research on classroom discourse focuses on structural and cognitive dimensions of the interaction. For example, researchers have examined teacher questions, student argumentation, sequential structures, and the distribution of participation. For good reason: such variables are central to many of our conceptualizations of effective pedagogy, and they readily lend themselves to systematic observation and quantitative measurement. Nevertheless, more happens in classroom discourse and interaction than is captured in such measures. Students negotiate their own and one another's identities, make sense of lesson content and expectations, manage relationships with peers and teacher, struggle to assert their voices, and find creative ways of passing the time while also staying out of trouble. Likewise, teachers are occupied with managing these student concerns, classroom power relations, and institutional pressures, while also living up to institutional and ideological expectations. Linguistic ethnography offers a powerful set of tools for making sense of such forces and issues, which critically shape learning processes and outcomes. On the other hand, these tools are not well-suited to quantifying variables or working with large data sets. In this talk we will (a) provide a brief introduction to a linguistic ethnographic perspective on classroom discourse analysis; (b) demonstrate this perspective through the analysis of identity, peer relations and participation in a brief classroom episode; and (c) present some of our initial attempts to transform this object of inquiry into a set of variables that would allow us to engage in quantitative ethnographic analysis. 

Resources

Video: Transcript

Presentation: Slides

Using quantitative ethnography to tell stories that have not been told before

Golnaz Arastoopour Irgens

Assistant Professor, Clemson University 

Quantitative ethnography (QE) leverages the computational abilities of automation and precision and the human abilities of interpretation and analysis to tell powerful stories about human behavior and learning. The computational tools highlight potentially interesting findings, while the researcher works with the computer to curate meaningful results and re-examine biases. Working together using QE methods, researcher and computer can reveal findings that may otherwise not have been revealed without QE methods and tell data-based stories from people whose voices have not been historically included in scientific findings. In this talk, I will share an example of how QE is an inclusive methodology that can reveal untold stories about how people see themselves and others in the world. The study examines pre-service teachers in Costa Rica and how they negotiate their identities as non-native English speakers who are teaching English as a foreign language. This example illustrates the use of the QE methodology to directly confront biases and assumptions in ourselves and our tools, visualize data to tell the participants' stories that may not have been told before, and co-create understandings with participants and others.

Where social and epistemic networks meet

Srecko Joksimovic

Senior Lecturer, University of South Australia  

In addition to the commonly used data sources about learners and their knowledge practices, data about learners’ social interactions have also attracted significant attention of learning analytics researchers. Social network analysis (SNA) emerged early as one of the cornerstones of the learning analytics research, providing the opportunity to automatically extract large-scale networks from learners' interactions across various environments, such as LMSs and different social media platforms. Epistemic network analysis (ENA), on the other hand, recently emerged as a technique to analyse coded data of individual and collaborative learning. ENA is a graph-based method for analysing associations between coded data and represents an operationalization of the learning science theory of epistemic frames. As such, these two methods represent complementary approaches that, combined, provide comprehensive understanding of knowledge processes at the individual and group level.

In this talk, we will review the strengths and opportunities that SNA and ENA provide methodologically for learning analytics. In so doing, we will evaluate various educational contexts and demonstrate the depth of analytical insights obtained when these two network-based approaches are utilised together. Finally, although both methods build on strong theoretical underpinnings, we will discuss the role of Connectivism as a theoretical base to further develop social and epistemic network signature – SENS, as coined by Gašević and colleagues.

Resources

Video: Transcript

Presentation: Slides

We’re All in this Together: Modeling Interdependence in Collaborative Settings

Zachari Swiecki

Lecturer, Monash University

When individuals collaborate their actions are not isolated. Instead, they respond to and build upon the actions of others, creating interdependent systems. This suggests that valid models of collaborative processes, which inform research, assessments, and education, should account for interdependence. However, many models treat the collaborative actions of individuals as independent from the context in which they occur. In this talk, I discuss an approach for determining the conditions under which models that account for interdependence are more appropriate. The approach estimates the difference between independent and interdependent models using information about the social and cognitive structure of the collaborative context. Using simulation studies, I show that the estimates are reliable under a variety of conditions. This work furthers our understanding of the social and cognitive interactions that characterize collaboration, and provides guidance for researchers as to which kind of model (independent vs interdependent) may be more appropriate for their data.

Epistemic network modeling of pre-service teacher’s STEM teaching competence through collaborative learning design

Bian Wu

Associate Professor, East China Normal University  

Pre-service teacher training is crucial to guarantee the quality of STEM education. However, how teachers develop STEM teaching competence through collaborative learning design remains unclear. This study investigated high and low-performing groups who worked together to draft STEM lesson plans in tutor-guided online design meetings. An epistemic network modeling approach was employed to compared their STEM learning competence networks drawn from conversation. The findings revealed that there are significant differences in the networks between high and low-performing groups, which may contribute to the quality of their STEM lesson plans. Implications of fostering STEM teaching competence development are discussed.