CSCL Computer Supported Collaborative Learning
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== (2014) SOCIAL NETWORK ANALYSIS (IBM SPSS PASW MODELER) == | == (2014) SOCIAL NETWORK ANALYSIS (IBM SPSS PASW MODELER) == | ||
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From ftp://public.dhe.ibm.com/software/analytics/spss/documentation/modeler/15.0/en/SNA_UserGuide.pdf | From ftp://public.dhe.ibm.com/software/analytics/spss/documentation/modeler/15.0/en/SNA_UserGuide.pdf |
Edição de 20h20min de 29 de Setembro de 2014
Schedule 2012
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
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
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
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)
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
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
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
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
Understanding PASW MODELER XML Retrieval
Guides:
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)
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 frequence.
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