De Liddo, A.; Buckingham Shum, S.; Quinto, I.; Bachler, M. and Cannavacciuolo, L.
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Drawing on sociocultural discourse analysis and argumentation theory, we motivate a focus on learners' discourse as a promising site for identifying patterns of activity which correspond to meaningful learning and knowledge construction. However, software platforms must gain access to qualitative information about the rhetorical dimensions to discourse contributions to enable such analytics. This is difficult to extract from naturally occurring text, but the emergence of more-structured annotation and deliberation platforms for learning makes such information available. Using the Cohere web application as a research vehicle, we present examples of analytics at the level of individual learners and groups, showing conceptual and social network patterns, which we propose as indicators of meaningful learning.
|Item Type:||Conference Item|
|Copyright Holders:||2011 The Authors|
|Project Funding Details:||
|Keywords:||learning analytics; discourse analytics; discourse analysis; argumentation; sensemaking; social network analysis; web semantics|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
|Interdisciplinary Research Centre:||Centre for Research in Computing (CRC)|
|Depositing User:||Simon Buckingham Shum|
|Date Deposited:||18 Mar 2011 09:28|
|Last Modified:||05 Oct 2016 09:12|
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