13.1 Resources and Activities

In this week, each of us will:

  1. Identify/select a novel SNA-based approach, technique or tool
  2. Review and critique the chosen approach or tool for our class

13.1.1 Resources

You have absolute freedom in choosing a novel SNA-based approach, technique or tool. Below I provide a list of ‘candidates’ based on my areas of interest, which may not overlap with yours.

When making your choice, you should have a vague idea about what ‘novelty’ means to you. There is no standards to judge novelty in this course but it would be helpful if you can somehow justify your choice.

Research articles:

  • Shaffer, D. W., Collier, W., & Ruis, A. R. (2016). A Tutorial on Epistemic Network Analysis: Analyzing the Structure of Connections in Cognitive, Social, and Interaction Data. Journal of Learning Analytics, 3(3), 9–45. https://doi.org/10.18608/jla.2016.33.3
  • Carley, K. M., Pfeffer, J., Morstatter, F., & Liu, H. (2014). Embassies burning: toward a near-real-time assessment of social media using geo-temporal dynamic network analytics. Social Network Analysis and Mining, 4(1), 195. https://doi.org/10.1007/s13278-014-0195-3 (Note: A collection of tools that extract network data from fairly free-form social media data.)
  • Stella, M., Beckage, N. M., & Brede, M. (2017). Multiplex lexical networks reveal patterns in early word acquisition in children. Scientific Reports, 7, 46730. https://doi.org/10.1038/srep46730
  • Ryu, S., & Lombardi, D. (2015). Coding Classroom Interactions for Collective and Individual Engagement. Educational Psychologist, 50(1), 70–83. http://doi.org/10.1080/00461520.2014.1001891 (Note: An attempt to combine SNA with critical discourse analysis.)
  • Oshima, J., Oshima, R., & Matsuzawa, Y. (2012). Knowledge Building Discourse Explorer: A social network analysis application for knowledge building discourse. Educational Technology Research and Development, 60(5), 903–921. http://doi.org/10.1007/s11423-012-9265-2 (Note: A novel tool developed for the analysis of discourse data, esp. by combining social and semantic aspects together.)
  • Andrade, A. (2015). Using Situated-Action Networks to visualize complex learning. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1 (pp. 372–379). Gothenburg, Sweden: International Society of the Learning Sciences. (Note: A theory-driven approach to develop a new network-based analytical approach.)
  • Vu, D., Pattison, P., & Robins, G. (2015). Relational event models for social learning in MOOCs. Social Networks, 43(Supplement C), 121–135. https://doi.org/10.1016/j.socnet.2015.05.001


13.1.2 Reflect and Share

After spending time with resources related to the identified SNA-based innovation, you are expected to reflect on a few aspects:

  1. Which traditional SNA techniques are reflected in this innovation?
  2. Which ‘cool’ or ‘novel’ elements are introduced by this innovation compared to traditional SNA?
  3. Which practical and/or scholarly value does this innovation introduce?

Post your reflection on the Slack assignment channel. To warm up for our final project presentation, you can choose to make a mini video presentation (3-5 minutes) as well.

Have fun and I look forward to learning from your explorations!