Chat log for LAK11 Guest Presenter: Simon Buckingham Shum
Feb 17, 2011
01:20 - Andreas Link
@Sylvia Currie: next is waiting :-) OER university ...
01:43 - George Siemens
it's great!
02:17 - Sylvia Currie
@Andrea, true! Always something on the go :-)
03:18 - George Siemens
btw - this is Simon's recent text (wonderfully named Knowledge Cartography): http://books.kmi.open.ac.uk/knowledge-cartography/
07:40 - George Siemens
ethics have been a constant theme in the course
07:52 - George Siemens
interesting in light of Watson's performance yesterday
08:18 - George Siemens
what if computers know more than we do? (i.e. a compudoctor instead of a real doctor)
11:38 - Adam Weisblatt
OU?
11:45 - Sylvia Currie
open university
11:48 - Adam Weisblatt
Thanks
11:53 - Sylvia Currie
in the UK
12:55 - George Siemens
good point
13:10 - George Siemens
analytics need to be presented in a way that academics can decide
13:20 - George Siemens
tables of stats likely aren't the answer
13:40 - George Siemens
we haven't talked visualization much in this course, but it's obviously tightly tied to analytics
14:10 - Gillian
@George Somewhere that I teach provides tables and tables of stats (yawn!)
14:21 - Wolfgang
How accurately can you determine the causes of failure?
14:46 - George Siemens
@Wolfgang - at a high level, I think you can get quite accurate
15:07 - Sylvia Currie
Visualizations help people to see patterns. Rows of numbers don't quite have the same appeal
15:11 - George Siemens
the key of course is to ensure that we augment our assumptions of individuals with personal/contextual data
15:49 - Adam Weisblatt
Visualization resources: http://vizthink.com/
16:40 - Schawn
Great resource @adam, thanks
16:42 - Nicola Avery
does anyone think its possible to predict plagiarism based on analysis of e.g what is being bookmarked online
17:30 - Adam Weisblatt
Capacity for Change, Capacity for NEw Learning
18:23 - Adam Weisblatt
The ability to contributer to a Twitterchat is a good sign of agility
19:18 - Rebecca Ferguson 1
There are different levels of participation in a Twitterchat, though
19:33 - Rebecca Ferguson 1
Some people flood everyone else's Twitterstream
19:52 - Rebecca Ferguson 1
Other people might make one contribution, but not realise this is an ongoing conversation
20:07 - Christy
Recommendation engines. These are addictive.
21:25 - Sylvia Currie
http://flashmeeting.open.ac.uk/
22:07 - Wolfgang
Are the FM stats readily available for participants in meetings? I only know the timeline visualisation.
22:18 - Gillian
2
22:18 - George Siemens
1
22:21 - Bodong
1
22:23 - Rebecca Ferguson 1
Yes, I hadn't seen these states before either
22:24 - Schawn
1
22:26 - Wolfgang
1
22:26 - Nicola Avery
1
22:27 - Nancy late
2
22:28 - Francisco Reis
2
22:30 - Sylvia Currie
2
22:31 - Adam Weisblatt
2
22:32 - Niklas Karlsson
2
22:33 - Christy
1
22:35 - Rebecca Ferguson 1
2
22:48 - Nancy late
you did not say oral at first
22:56 - Adam Weisblatt
Oh
23:01 - Niklas Karlsson
ok
23:06 - Schawn
that is why i picked 1
23:13 - George Siemens
:)
23:18 - Wolfgang
aural as in listening or oral as in talking?
23:29 - Anna De Liddo
FM analytics are available just for admin users, not participants to the meeting.
23:40 - Wolfgang
Thanks Anna
24:06 - Christy
I have to hear things to learn
24:13 - Sylvia Currie
Assuming... if the mentor is talking less that others are doing the talking (and not just chatting)
26:14 - Wolfgang
Sentiment analysis too
26:36 - Sylvia Currie
Simon's slides: http://www.slideshare.net/sbs/learning-analytics-notes-on-the-future
26:44 - Rebecca Ferguson 1
What would you be looking for with sentiment analysis in this context?
27:34 - Wolfgang
Things like engagement via argumentation
27:36 - Adam Weisblatt
Redefining?
28:09 - Wolfgang
@Rebecca: strong sentiment, e.g. disagreement
28:41 - Adam Weisblatt
Is there a middle ground between the second and third?
28:53 - Rebecca Ferguson 1
Would we be able to distinguish between strong sentiment such as disagreement, and strong sentiment such as flaming?
29:27 - Wolfgang
I believe so, but most difficult is detecting irony
29:36 - Gillian
@Simon Is there much resistance from students to using these platforms rather than the ones they prefer (e.g. FB)?
29:41 - Adam Weisblatt
semantic triplets
30:10 - Rebecca Ferguson 1
@Adam Semantic triplets?
30:22 - Wolfgang
Good question Gillian.
30:27 - Sylvia Currie
nice visualization of dialogue
30:56 - Adam Weisblatt
subject/object/predicate used to store relationsips between ideas
30:59 - Adam Weisblatt
i think
31:04 - Deyanira 1
Hola Dolors!
31:32 - Adam Weisblatt
This is nice. Can we get a url?
31:55 - Gillian
@Adam: does that assume people speak/write in proper sentences? Dificult in mixed groups - and with bad typists ;)
31:55 - Rebecca Ferguson 1
http://cohere.open.ac.uk/
33:10 - Francisco Reis
Fantastic!
33:11 - Adam Weisblatt
I meant that this tool is a great way to devlop these relationships that we discussed in the Semantic Web conversations
33:27 - dolors
Hi Deyanira / Hi all
34:20 - Rebecca Ferguson 1
:-)
35:54 - Adam Weisblatt
Very promissing
36:25 - Anna De Liddo
@ Adam: I wold agree Adam, even though I didn't attend your discussions, cohere aims to develop meaningful semantic networks of ideas
38:11 - Wolfgang
@Rebecca We also do this with our PolyCafe tool (polyphonic dialogue analysis). Would like to discuss this further with you outside the session.
39:15 - Rebecca Ferguson 1
@I'd be interested to talk about it. You can email me at r.m.ferguson@open.ac.uk
40:48 - Christy
Would love to see the higher level pattern source document for the last slide
40:51 - Rebecca Ferguson 1
@Wolfgang. Is that http://www.polycafe.com/ ?
40:54 - Wolfgang
@rebecca: cheers
41:00 - Adam Weisblatt
We would also have to convince employers of the value of these distinctions
41:41 - Rebecca Ferguson 1
Deakin Crick R (2007) Learning how to learn: the dynamic assessment of learning power. The Curriculum Journal 18 (2):135-153
42:11 - Wolfgang
@rebecca: http://slidesha.re/eITkTT
42:11 - Rebecca Ferguson 1
Deakin Crick R, Broadfoot P, Claxton G (2004) Developing an effective lifelong learning inventory: the ELLI project. Assessment in Education: Principles, Policy & Practice 11 (3):247-272
43:02 - Wolfgang
Our website with screencasts is down at present, but should be back soon: www.ltfll-project.org (OUUK is a partner: Peter Scott)
44:26 - Adam Weisblatt
What was the ELLI url?
45:49 - Rebecca Ferguson 1
@Adam, one of them is http://www.ellionline.co.uk/index.htm
47:25 - Wolfgang
Cool stuff!
47:41 - Adam Weisblatt
Thanks
48:19 - George Siemens
any questions for Simon?
48:25 - Gillian
Really intersting issues in there for people in workplaces - who can see what, when. Game playing for appraisals etc
48:32 - Wolfgang
Are you not looking into pedagogic planning?
49:25 - Adam Weisblatt
How does this analysis get funded?
49:26 - Francisco Reis
What overhead work is asked from users/students to gather that extra connection information/semantics?
49:47 - Gillian
@Adam - very key point!!!
50:28 - Adam Weisblatt
I was late on the Ethics discussion, what about if the anaylsis collected from learning professionals is used to reduce the learning staff?
50:59 - Wolfgang
Are these tools integrated within the OU learning environment or separate platforms and tools?
51:23 - Adam Weisblatt
Great resources and ideas
53:07 - George Siemens
sorry, convoluted question
53:17 - Adam Weisblatt
Humans can prosses the lack of data
54:14 - Adam Weisblatt
and creative
57:16 - Gillian
@Simon What EU legal implications are there for future integration?
57:37 - Nancy late
vle...virtual learning environment? what does this include?
57:43 - Francisco Reis
My early R&D is at http://www.umniverse.com/user-interface which already implements some of what was talked about.
57:57 - Wolfgang
Great presentation, thanks
58:08 - Nicola Avery
great presentation
58:14 - Anna De Liddo
Thanks Simon, great as always
58:14 - Francisco Reis
Thanks!
58:19 - Adam Weisblatt
Will there be a Friday wrap up?
58:23 - Niklas Karlsson
Thanks!
58:32 - Gillian
Thank you, everyone.
58:37 - Deyanira 1
Great. thanks
58:45 - dolors
Thanks!