CSCL Computer Supported Collaborative Learning

De Wiki de Ilan Chamovitz - Informatica, Administracao, Eng. Producao, Educacao, Tecnologia da Informacao

(Diferença entre revisões)

Revisão atual

Tabela de conteúdo

1 Schedule 2012
2 Computer Supported Collaborative Learning
3 The Problem - Illustration (concerning TinyXML as a possible solution)
4 XML
5 SPSS PASW Modeler 14 - XML
6 Stream 5 Group by student (Pasw Modeler 13
7 Stream 2 Who communicate with who
8 Stream 6 Creating new derivated fields transforming $null$ and others in numeric values
9 Understanding PASW MODELER XML Retrieval
10 NETWORK MODELING Netlogo
11 (2014) SOCIAL NETWORK ANALYSIS (IBM SPSS PASW MODELER)
12 DIALOGUE CONVERSATION EDUCATION
13 Actions
14 References

Schedule 2012

Schedule 2013

Activity	Start	End
Planning and Preparation	Jan_2012	Mar_2012
Theory of Information	Apr_2012	Jun_2012
Service Research	May_2012	Aug_2012
Social Networks indicators	May_2012	Jun_2012
Activity	Start	Up to
Understanding the problem and data knowledge	Apr_2012	Jul_2012
Assessing tools for dealing and importing from XML	May_2012	Jul_2012
Grouping Data	Aug_2012	Aug_2012
Merging - Who talked to who	Aug_2012	Sep_2012
Alingnment - Checking Data types and correction	Aug_2012	Sep_2012
Understanding XML retrieaval	Sep_2012	Oct_2012

Created Gen1.str - Uses XML Node tor retrieve data; Treats Generalisation Concepts for 1 group; Gets all concepts together function count_non_nulls and concatenation >< ; some trial with Transpose node	Oct_2012	Oct_2012
Created Gen_october.str (8 versions) - Uses XML Node tor retrieve data; Treats Generalisation Concepts for all groups; Extends Gen1.str including all groups; Uses: Append Node; Sort Node; Agreggation Node; Derive Node using substring(locchar()) functions let extract day, month, year, hour, minutes, day of week; Generates some graphic as well	Oct_2012	Oct_2012
OUTPUT FROM STREAM Gen_october_v8.str are: Date Processing - stream separates (day,month, year) and creates a one field date and other for the week; A Table with Qty of sutdents post for each group indiferent orders (TABLE 1 and TABLE 2);Total of students posts per group (TABLE 3); The words and terms that students had used that had been tagged for each Concept (TABLE 4) with a GRAPHIC with posts per group; The total of posts for each week (TABLE 5) and the GRAPHIC for posts per week.	Oct_2012	Oct_2012
Used EXCEL to Retrieve from XML file fields with terms for each concept (problem: concepts fields have been multiplied and should be agregated); Transpose Node Trial and EXCEL Export Node. OUTPUT (EXCEL Transpose1.xml and Transpose2.xml files; The EXCEL file count_tags_group4.xls retrieved XML file as a TXT and manually kept only lines that contained the tags, so they could be counted!)	Nov_2012	Nov_2012
02_Nov_2012 a deep check have been done to data retrieved by XML Node. An EXCEL file had been generated. STREAM1 retrieves data from the GROUP 4 XML file using XML node, for all concepts. It had been considered all concepts, but for the analysis the concept that was more frequent - S_data_values_numeric - had been choosen. Tha TABLE generated by STREAM1 shows for this concept 93 posts as the EXCEL file count_tags_group4.xls shows 102 tags for that concept. The conclusion was that some Tags were not retrieved. The final EXCEL file created in 09_Nov_2012 with Transposed data was named transposed4_ONLY_NUMERIC_GRP4.xls. It has the number of not null tags for The tag <S_data_values_numeric>. Using this file, all messagens that should have some data and were not retrieved by XML Node have been marked.	Nov_2012	Nov_2012
Activity	Start	End
The STREAM group2_all.str shows how to remove the sufix automatically generated from the XML Source NODE so that the frequence of concepts for the same tag, i.e. S_DATA_DB, S_DATA_DB_1, S_DATA_DB_2 could be converted all to S_DATA_DB. The stream worked with Group 2 XML file	Nov_2012	Nov_2012
09_Nov_2012 group4_all_nov.str has 2 parts. For the first part the STREAM reads the group 4 XML file and it creates an EXCEL file - Transposed4.xls - with the names of each concept and the occurrences, for each message. It creates a string field S_nostr from the field no. The concepts are changed to 1 sothat it will be aggregated. But, first, the names of the fields must be the same. To get the names of the fields, the table must be transposed. The second part of the STREAM reads that EXCEL file - Transposed4.xls - and it generates an output with the number of occurrences for each concept.	Nov_2012	Nov_2012
03_nov_2012, the STREAM total_concepts_for_groups.str uses File Source (instead of the XML Node). The stream retrieves tags that start with <S_ and end with >. The sequence after the string > is not considerated. With the files containing only tags, the tags can be counted for each group. The process generates The graphs show the number of occurrences for tags that occurred more than 15 times, excepting the group 10 - that have less then 15 tags. Group 4 is the first, since it is the one used within the article.	Nov_2012	Nov_2012
From 13 to 27_Nov the Stream Get_Date have been modified. It is an evolution of the first STREAM Gen_october_v8.str and now it included accumulation of frequency and some graphics. The final version was recorded 29_Nov_2012 and it is named getting_dateV12.str. This is the FIRST MAIN FILE and has a special webpage for documentation.	Nov_2012	Nov_2012
From 27 to 28_Nov_2012 the former file Gen_october.str, created in October had some more nodes included and generated the final version that has all XML reading. This is the SECOND MAIN FILE and has a special webpage for documentation.	Nov_2012	Nov_2012
Writing - With both MAIN FILES capabilities to generate graphs and tables to support the analysis, the article had been modified in the end of November, 2012.	Nov_2012	Nov_2012
Documentation - Starting documentation of all process.	Dec_2012	Dec_2012

Computer Supported Collaborative Learning

Vygotsky - http://www.marxists.org/archive/vygotsky/works/words/index.htm 3 http://www.ebooksbrasil.org/eLibris/vigo.html

LIST OF COLLABORATIVE SOFTWARE http://en.wikipedia.org/wiki/List_of_collaborative_software

https://gephi.org/

 Evolution - changes at this page - http://api.adm.br/wiki1/index.php?title=Especial:Mudan%C3%A7as_recentes&hideminor=1&days=120&limit=700

Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review

http://ugent.academia.edu/BramDeWever/Papers/578822/Content_analysis_schemes_to_analyze_transcripts_of_online_asynchronous_discussion_groups_A_review

Analyzing Peer Interactions in Computer-Supported Collaborative Learning: Model, Method and Tool

http://www.springerlink.com/content/87v4p2328n188600/

An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity

http://www.cl.ncu.edu.tw/papers/LiuCC/An%20analysis%20of%20peer%20interaction%20patterns%20as%20discoursed.pdf

State of the art on Interaction and Collaboration Analysis (Kalleidoscope) - http://www.google.co.uk/url?sa=t&rct=j&q=state%20of%20the%20art%3A%20interaction%20analysis%20indicators&source=web&cd=1&ved=0CCEQFjAA&url=http%3A%2F%2Ftelearn.archives-ouvertes.fr%2Fdocs%2F00%2F19%2F01%2F45%2FPDF%2FDimitrakopoulou-Kaleidoscope-2004.pdf&ei=YkyGUInDKKO70QWKp4GQBA&usg=AFQjCNGyEl6vD_cGgOJzHKh03pYFO2PPDA

State of the art of interaction analysis for Metacognitive Support & Diagnosis http://hal.archives-ouvertes.fr/docs/00/19/01/46/PDF/Dimitrakopoulou-Kaleidoscope-2006.pdf

Information and knowledge management: dimensions and approaches (Christian Schlögl)

http://informationr.net/ir/10-4/paper235.html

Mesuring the impact of Information> Defining the concepts (Meadow and Yuan, restrict)- http://www.sciencedirect.com/science/article/pii/S0306457397000423

Knowing Knowledge (Siemens, 2006)

http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf

Formal Theories of Information: From Shannon to Semantic Information Theory and General Concepts of Information (Giovanni Sommaruga, 2009)

http://books.google.co.uk/books?id=L82LP_AJcjwC&printsec=frontcover&hl=pt-BR&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Toward a Semantic Forum for Active Collaborative Learning

http://www.ifets.info/journals/12_4/7.pdf

http://hal.archives-ouvertes.fr/docs/00/19/01/46/PDF/Dimitrakopoulou-Kaleidoscope-2006.pdf

Visualizing Social Networks

http://www.cmu.edu/joss/content/articles/volume1/Freeman.html

ONTOLOGY http://en.wikipedia.org/wiki/Ontology

Towards automatic generation of e-assessment using semantic web technologies https://uhra.herts.ac.uk/dspace/bitstream/2299/7785/1/904296.pdf

Ontology-Oriented SCJP Learning and Assessing System Design http://www.academypublisher.com/jsw/vol04/no02/jsw0402159166.pdf

Assessing process in CSCL: An ontological approach

http://www.sciencedirect.com/science/article/pii/S0747563207001203

OWL 2 Web Ontology Language Document Overview (Second Edition)- http://www.w3.org/TR/owl2-overview/

Knowledge Representation (J.F. Sowa)- http://www.jfsowa.com/krbook/index.htm

KNOWLEDGE REPRESENTATION http://files.bookboon.com/ai/Knowledge-Representation.html

The World's Technological Capacity to Store, Communicate, and Compute Information (Hilbert at al. 2001) http://www.uvm.edu/~pdodds/files/papers/others/2011/hilbert2011a.pdf

Layout of Graph Visualizations Ulrik Brandes http://www.google.co.uk/url?sa=t&rct=j&q=layout%20of%20graph%20visualizations&source=web&cd=1&ved=0CFcQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.89.6266%26rep%3Drep1%26type%3Dpdf&ei=qZ7-T9fiOamg0QXl6vm-Bw&usg=AFQjCNExyuyoLO2CncMocLCY7m98rkF9iQ

Presentation - Pericles Loucopoulos (29/11/2012, at MBS) Suggestions:

A Design Science Research Methodology for Information Systems Research

KEN PEFFERS, TUURE TUUNANEN, MARCUS A. ROTHENBERGER, AND SAMIR CHATTERJEE http://www.layrib.com/DL/Peffers_08_Design_Science.pdf

REA Enterprise Ontology Source Page (including Guido L. Geerts) https://www.msu.edu/user/mccarth4/rea-ontology/

INFORMATION RETRIEVAL

Introduction to Information Retrieval By Christopher D. Manning, Prabhakar Raghavan & Hinrich Schütze http://nlp.stanford.edu/IR-book/html/htmledition/irbook.html

Tese Edberto Ferneda

http://www.google.co.uk/url?sa=t&rct=j&q=recuperacao%20da%20informacao%20espaco%20vetorial&source=web&cd=6&ved=0CGUQFjAF&url=http%3A%2F%2Fwww.teses.usp.br%2Fteses%2Fdisponiveis%2F27%2F27143%2Ftde-15032004-130230%2Fpublico%2FTese.pdf&ei=Mrf6T9uoKsmo8QPR_-G-Bw&usg=AFQjCNG0CJp_yV8WJf_KhoeaHBMm_happw

Modelo Espaço Vetorial http://www.inf.ufes.br/~mberger/Disciplinas/2011_2/EDII/Slides/Aula2.pdf

Term Vector Theory and Keyword Weights Dr. E. Garcia http://www.miislita.com/term-vector/term-vector-3.html

The Problem - Illustration (concerning TinyXML as a possible solution)

Source: http://www.grinninglizard.com/tinyxmldocs/index.html
_
XML File
_

.
.
DOM Structure
_

The real XML Files - Sample

XML PARSER

http://www.bluedinosaurs.com/code/blog/wordpress/2012/01/tutorial-using-tinyxml-part-1/

http://lars.ruoff.free.fr/xmlcpp/

http://crocidb.com/blog/2008/01/tinyxml-parte-1/

http://crocidb.com/blog/2008/01/tinyxml-parte-2/

http://ticpp.googlecode.com/svn/docs/ticpp.html

http://www.xml.com/pub/a/1999/11/cplus/

http://stackoverflow.com/questions/8622121/what-c-write-function-should-i-use?lq=1

XML

http://www.w3schools.com/xml/xml_dtd.asp

Test online from XML to XSLT

XML Validator - http://www.w3schools.com/xml/xml_validator.asp

http://www.w3schools.com/xml/tryxslt.asp?xmlfile=simple&xsltfile=simple

XML - XSLT (table)

http://www.w3schools.com/xsl/xsl_transformation.asp

FILTER

http://www.w3schools.com/xsl/tryxslt.asp?xmlfile=cdcatalog&xsltfile=cdcatalog_filter

ORDER

http://www.w3schools.com/xsl/xsl_sort.asp

CONDITION FOR RECORDS

http://www.w3schools.com/xsl/tryxslt.asp?xmlfile=cdcatalog&xsltfile=cdcatalog_choose

XML - DOM

Fonte: Loiane Groner - http://www.loiane.com/2009/04/manipulando-arquivos-xml-em-java-com-a-api-dom-parte-i/

TinyXML Examples

http://software.ellerton.net/tinyxml.html

http://code.google.com/p/quimeraengine/wiki/POCXMLtinyxml

http://code.google.com/p/quimeraengine/source/browse/wiki/POCXMLtinyxml.wiki?r=910

http://code.google.com/p/proypruebadavid/source/browse/trunk/tarea3/tarea3/game/level/Level.cpp?r=44

http://subversion.assembla.com/svn/sinoticos/Codigo/Sinoticos/elementExtNode.cpp

http://dis.4chan.org/read/prog/1198294963

SPSS PASW Modeler 14 - XML

LAB BMAN 72272 Dgital Technologies for Marketing Lab on 6-02-2013 2pm - 6pm.

Credit. Open Dataset Credit2.csv

About http://www-01.ibm.com/software/analytics/spss/products/modeler/professional.html

Other Software (Healthcare http://www-01.ibm.com/software/ecm/content-analytics/predictive/healthcare.html )

Trainning...

User Guide ftp://ftp.software.ibm.com/software/analytics/spss/documentation/modeler/14.2/en/UsersGuide.pdf

PASW® Text Analytics 14 User’s Guide http://info.cba.ksu.edu/chilton/TextAnalyticsUsersGuide.pdf

http://pic.dhe.ibm.com/infocenter/spssmodl/v15r0m0/index.jsp?topic=%2Fcom.ibm.spss.modeler.help%2Fclem_function_ref_blanksnulls.htm

XML real TAGS

@value

branch-from

class

content

header

msg

no

on

posted-by

S_abstract

S_data_data-abstract

S_data_data-db

S_data_data-method_abstract

S_data_data-method_statistics

S_data_S_data_data-db

S_data_values_abstract

S_data_values_numeric

S_data_values_string

S_data-analysis_abstract

S_data-analysis_classification_abstract

S_data-analysis_classification_apply-classifier

S_data-analysis_classification_build-classifier

S_data-analysis_classification_build-classifier_choose-data-source

S_data-analysis_classification_build-classifier_choose-data-target

S_data-analysis_classification_build-classifier_define-model

S_data-analysis_classification_build-classifier_exclude-data

S_data-analysis_generalisation

S_data-analysis_relevance-analysis

S_evaluation_accuracy

S_evaluation_queries

S_evaluation_report

S_evaluation_task

S_evaluation_workflow

S_preprocessing

S_preprocessing_find-missing-data

S_schema_abstract

S_schema_schem-age

S_schema_schem-capitalg

S_schema_schem-educ

S_schema_schem-flnwgt

S_schema_schem-hourpw

S_schema_schem-marital

S_schema_schem-nativc

S_schema_schem-occup

S_schema_schem-race

S_schema_schem-relation

S_schema_schem-sex

S_schema_schem-workc

subject

Stream 5 Group by student (Pasw Modeler 13

XML Sample

The Stream 5 model

Output - The Excel spreadsheet

Stream 2 Who communicate with who

Who communicate with who

Merge tutorial - http://www.youtube.com/watch?v=2vVS4cH6OI8&feature=player_detailpage#t=63s

Stream 6 Creating new derivated fields transforming $null$ and others in numeric values

Null and blank treatment found at

http://pic.dhe.ibm.com/infocenter/spssmodl/v15r0m0/index.jsp?topic=%2Fcom.ibm.spss.modeler.help%2Fclem_function_ref_blanksnulls.htm

Understanding PASW MODELER XML Retrieval

Guides:

ftp://ftp.software.ibm.com/software/analytics/spss/documentation/modeler/14.2/en/SourceProcessOutputNodes.pdf

ftp://ftp.software.ibm.com/software/analytics/spss/documentation/modeler/14.2/en/UsersGuide.pdf

NETWORK MODELING Netlogo

http://ccl.northwestern.edu/netlogo/models/community/WSN

http://turtlezero.com/models/view.php?model=network-build-modify

http://files.bookboon.com/ai/Being-Kevin-Bacon.html

http://ccl.northwestern.edu/netlogo/models/community/AdoptLearnOnLine

http://ccl.northwestern.edu/netlogo/models/community/wikimodel

http://api.adm.br/wiki1/index.php?title=Netlogo_Tutorial_Netlogo

Epidemic x Knowledge Sharing - http://api.adm.br/wiki1/index.php?title=Estudo_sobre_Epidemias

(2014) SOCIAL NETWORK ANALYSIS (IBM SPSS PASW MODELER)

Social Network Analysis - sources - Ilan Chamovitz

From ftp://public.dhe.ibm.com/software/analytics/spss/documentation/modeler/15.0/en/SNA_UserGuide.pdf

Possible outputs and other issues:

Group analysis consists of the following general steps:

1. Determine relationship strengths that reflect social proximity. EX. Nodes A and B have five common target nodes.

2. Partition the network into groups based on the relationship strength while obeying size restrictions.

3. Profile both the groups and individuals, including identifying group leaders.

It might be considered the weight for relationships, based, for example in frequency.

The authority score

The dissemination score/leader

Group Analysis summary statistics

Total Nodes in Groups Number of nodes included in the identified groups

Total Links in Groups Number of links included in the identified groups

Total Number of Groups Number of groups identified in the network

Mean Group Size Average number of nodes in a group

Mean Group Density Average fraction of direct connections between nodes in a group. For more information, see the topic “Network density” in

Mean Fraction of Core Members Average fraction of nodes in a group that are core nodes for the group.

Mean Density of Core Group Average fraction of direct connections between core nodes in a group

Mean InDegree - Average number of incoming links.

Mean OutDegree - Average number of outgoing links.

Key performance indicators for groups

GAG_GroupNumber Unique identifier for a group

GAG_Size Number of individuals in a group

GAG_Density Fraction of direct connections between individuals in a group.

GAG_KernelDensity Fraction of direct connections between core individuals in a group

GAG_CoreNodesFraction Fraction of individuals in a group that are core individuals

for the group.

GAG_MaxRankType1 Maximum authority score of any group member.

GAG_MinRankType1 Minimum authority score of any group member

GAG_MaxMinRankRatioType1 Ratio of the largest authority score to the smallest. This value reflects the authority strength of the group leader.

GAG_MaxRankType2 Maximum dissemination score of any group member.

GAG_MinRankType2 Minimum dissemination score of any group member.

GAG_MaxMinRankRatioType2 Ratio of the largest dissemination score to the smallest. This value reflects the dissemination strength of the group leader.

The “Key performance indicators for individuals” table lists the key performance indicator fields for the individuals in the network.

Key performance indicators for individuals

GAI_NodeNumber Unique identifier for an individual 17 Group analysis GAI_CoreNode Indicator of whether the individual is a core individual for a group or not. For more information, see the topic “Partitioning into groups” on p. 12.

GAI_RankType1 Authority score for the individual. For more information, see the topic “Describing groups and group members” on p. 13.

GAI_RankOrderType1 Rank order in the group based on the authority scores

GAI_RankType2 Dissemination score for the individual. For more information, see the topic “Describing groups and group members” on p. 13.

GAI_RankOrderType2 Rank order in the group based on the dissemination scores

GAI_InDegree Number of relationships in which the individual is the target of the relationship.

GAI_OutDegree Number of relationships in which the individual is the source of the relationship.

GAI_GroupLeaderType1 Whether the node is an authority leader, whose leadership score is derived from incoming links.

GAI_GroupLeaderConfidenceType1 The confidence that the node is an authority leader.

GAI_Group LeaderType2 Whether the node is a dissemination leader, whose leadership score is derived from outgoing links.

GAI_GroupLeaderConfidenceType2 The confidence that the node is a dissemination leader.

DIALOGUE CONVERSATION EDUCATION

http://www.infed.org/biblio/b-dialog.htm

MEERKAT - SOFTWARE NETWORK ANALYSIS http://www.aicml.ca/node/41

NETWORK SOURCES - http://snap.stanford.edu/links.html

Recommended reading

From http://www.infed.org/biblio/b-dialog.htm - a mix of texts - some of which deal with the everyday world of conversation, some with the practicalities of education and dialogue, and yet still others that explore the philosophical and political significance of conversation and dialogue. The choice is rich - and there were plenty of other texts that I could have included.

Bohm, D., Factor, D. and Garrett, P. (1991) ‘Dialogue – a proposal’, the informal education archives. David Bohm’s championship of dialogue as a means of going beyond individual understanding has been influential in a number of circles. This 1991 paper sets out the main elements of his thinking and the mechanics of his approach. See, also, Bohm, D. (1997) On dialogue edited by Lee Nichol, London: Routledge.

Burbules, N. (1993) Dialogue in Teaching. Theory and practice, New York: Teachers College Press. 184 + xviii pages. Detailed and important exploration of the subject area. Chapters on why dialogue, why theory and practice?; the dialogical relation; playing the dialogue game; rules in the dialogue game; moves in the dialogue game; types of dialogue; and why dialogues fail.

Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin. 153 pages. Classic account of dialogical / transformative education. See, also, the 'talking book' - P. Freire and I. Shor (1987) A Pedagogy for Liberation. Dialogues on transforming education, London: Macmillan. 203 + xiii pages.

Gadamer, H-G. (1979) Truth and Method, London: Sheed and Ward. 552 + xvi pages. Brilliant discussion of conversation, understanding, hermeneutics and praxis. New edition now available. For a good introduction see the opening section of his (1976) Philosophical Hermeneutics, Berkeley: University of California Press. 243 + lviii pages.

Goffman, E. (1959) The Presentation of Self in Everyday Life, London: Penguin. 251 pages. Views social encounters as a dramatic performance in which people use various props, and act in 'teams'. For an overall assessment and exposition of his work see T. Burns (1992) Erving Goffman, London: Routledge. 386 + viii pages. Another possibility is C. Lemert and A. Branamamn (eds.) The Goffman Reader, Oxford: Blackwell. 278 + lxxxi pages. With a couple of substantial and interesting pieces, this collection includes key extracts and some important articles such as 'The interaction order' and 'Felicity's condition'.

Habermas, J. (1984) The Theory of Communicative Action Volume 1, Cambridge: Polity Press. 463 + xxxix pages. Includes an important discussion of 'ideal speech situations' and communicative action. For an introduction, see M. Pusey (1987) Jürgen Habermas, London: Tavistock (now Routledge). 128 pages

Haroutinian-Gordon, S. (1991) Turning the Soul. Teaching through conversation in the high school, Chicago: University of Chicago Press. Excellent discussion of the use of conversation in education.

Malone, M. J. (1997) Worlds of Talk. The presentation of self in everyday conversation, Cambridge: Polity. 182 + xiv pages. As the title suggests this book picks up on Erving Goffman's insights about the interaction order to our self-presentations in talk - the process of 'crafting our behaviour' so that it makes sense to others. Malone uses conversation analysis to discover how selves are 'created and transformed in everyday talk. There are chapters on the interactional order and the self; the foundations of interactionism; the construction of conversations; gender and talk; doing things with friends; and disagreements.

Mercer, N. (1995) The Guided Construction of Knowledge. Talk among teachers and learners, Clevedon: Multilingual Matters. 135 + ix pages. Focuses on the talk around people who help others to learn. Chapters examine ways of talking; guidance strategies; the learner's angle; a theory of practice; talking and working together; and teachers, researchers and the construction of knowledge.

Tannen, D. (1989) Talking Voices. Repetition, dialogue and imagery in conversational discourse, Cambridge: Cambridge University Press. 180 + xi pages. Any of Deborah Tannen's books are worth reading - but this book is a fascinating study of the rhythm and imagery of conversation. For a popular introduction see her (1992) That's Not What I Mean!, London: Virago; or (1992) You Just Don't Understand. Women and men in conversation, London: Virago. 330 pages.

Vella, J. (1994) Learning to Listen, Learning to Teach. The power of dialogue in educating adults, San Francisco: Jossey-Bass. 224 pages. Practical guide organized around 12 basic principles of adult learning that are supposed to transcend cultural differences.

Wardhaugh, R. (1985) How Conversation Works, Oxford: Blackwell. 230 pages. Still the best introduction to conversational process that I have come across. Chapters examine the social basis of talk; locating an agenda; co-operation and playing the game; beyond and behind words; context; getting started and keeping going; topics, turns and terminations; and requesting, informing, advising, agreeing, apologizing, promising.

Zeldin, T. (1998) Conversation: How Talk Can Change Your Life, London: Harvill Press. A short and somewhat quirky book that, nevertheless, manages to convey some of the trials and excitement of engaging in conversation, whether for pleasure, self-education or work. It is the text of a series of six talks broadcast by BBC Radio Four.

International Network for Social Network Analysis http://www.insna.org/software/index.html

Social Science Research Network http://www.ssrn.com/

Manchester related works

http://www.methods.manchester.ac.uk/events/2013-02-28/

http://manchester-complexity.blogspot.co.uk/

Other

UCINET https://sites.google.com/site/ucinetsoftware/document/tutorials

NETDRAW https://sites.google.com/site/netdrawsoftware/

Robert Hanneman and Mark Riddle.  2005.  Introduction to social network methods.   
(free introductory textbook on social network analysis).  Read on-line as .htm http://faculty.ucr.edu/~hanneman/

Introduction to social network methods http://faculty.ucr.edu/~hanneman/nettext/C1_Social_Network_Data.html

Force Based Visualizations for Instructor Support

http://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=01508726

Layout of Graph Visualizations

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.89.6266&rep=rep1&type=pdf

Actions

1. review state-of-the-art and update the references, especially the ones for analysis of discussions and BB

2. review contributions

3. move all references to mendeley

4. reformat to EsWA format

References

Balacheff N., Ludvigsen S. Kaleidoscope Impact and lessons learned. A position paper. Unpublished position paper (2007) [hal-00592671 - version 1, 13 May 2011]. http://hal.archives-ouvertes.fr/docs/00/59/26/71/PDF/Balacheff-Ludvisen-2009.pdf . Access 30-12-2012.

Dimitracopoulou A. (2008). Computer based Interaction Analysis Supporting Self-regulation: Achievements and Prospects of an Emerging Research Direction, In Kinshuk, M.Spector, D.Sampson, P. Isaias (Guest editors). Technology, Instruction, Cognition and Learning (TICL). (EN) http://ltee.org/adimitr/wp-content/uploads/2008/10/dimitracopoulou_ticl_special_issue_final_draft.pdf