Training Session on Using Nvivo and SPSS

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Training Session on Using Nvivo and SPSS in ResearchOrganized by: Office of the Vice-President, Research & Innovation, Ryerson University Presentation: project on Learning Analytics in the Social Media Age (pLASMA)Presenter: Marc Esteve Del Valle (Post-Doctoral Researcher at Ryerson University Social Media Lab)Date: 03/09/2016

◼Anatoliy Gruzd ◼Caroline Haythornthwaite◼Marc Esteve Del Valle ◼Drew Paulin ◼Sarah Gilbert

project on Learning Analytics in the Social Media Age

#pLASMAFunded by:

A project of:

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Primary purpose: o To develop and evaluate

automated measures that can help educators manage their use of social media for teaching and learning

Project on Learning Analytics in the Social Media Age (#pLASMA)

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#pLASMA Phase 1: Survey

Question 1: To what extent are social media being adopted by Canadian (and international) instructors in Higher Education?

Question 2: What specific social media are being used for teaching, and for what intended learning outcomes?

Question 3: What are the common assessment strategies of social media use for teaching and learning used by instructors?

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#pLASMA Phase 1: Survey Collection Time Period: March 2014 – February 2015Recruitment via:

◦ Direct emails (known or recommended contacts)◦ Mailing lists (e.g., ASIS&T, CITASA, etc.)◦ Distribution at conferences, in presentations or using

survey information cards (e.g., LAK14)◦ Twitter (posted using relevant conference hashtags,

etc.)

Survey Structure:◦ 27 questions and two sections ◦ Expected completion time: 35 minutes

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#pLASMA Survey: Demographics

Respondents

Median= 43.98

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Denmark Ireland

Israel Netherlands

New Zealand Romania

Spain Sweden Turkey

Switzerland Brazil

Germany Australia

United KingdomCanada

United States

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Respondents from countries

#pLASMA Survey: Demographics

Sociology

Computer sciences

Education

Information science

Journalism, media studies and communication

Top 5 Disciplines

Outline1. What Social Media Platforms are Used for

Teaching 2. How Social Media Platforms are Used for Teaching3. What are the reasons behind instructors’ use of social

media for teaching

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Online Survey Implemented by

Qualtrics

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Excel Data File

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Social Media Use for Teaching

What is the most useful social media tool that you have used in class?

Blog

Twitter

YouTube

Face

book

Google docs/

Shari

ng/ Docu

ment shari

ng

Discussi

on/Forum

Wiki LMS

0

10

20

30

40

50

60

70

Outline1. What Social Media Platforms are Used for Teaching 2. How Social Media Platforms are Used for

Teaching 3. What are the reasons behind instructors’ use of social

media for teaching

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How Social Media are Used in a Class?

Manual Coding

Discovery by instructorFostering community

Organizing by studentsDiscovery by students

Learning through practiceReaching outside the class

Supporting collaborationPeer interaction

Reflective learningOrganizing by instructor

Sharing by instructorDiscussing

Sharing among students

0 10 20 30 40 50 60 70

Broad Categories

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Please give a brief explanation of how you use the above tool in your course

3 Human Coders

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Code Explanation

Q9 How the “most

useful social media tool” was

used in their courses(s).*

Q19How social media was used in one specific recently

taught class*

S2 Sharing among students 59 41DC Discussing 50 42S1 Sharing by instructor 46 41O1 Organizing for instructor 41 29RL Reflective learning 36 21PI Peer interaction 23 11SC Supporting collaboration 18 8RO Reaching outside the class 16 3LP Learning through practice 15 16D2 Discovery by students 14 7O2 Organizing for students 12 5FC Fostering community 9 9D1 Discovery by instructor 3 1* 4 and 27 comments could not be interpreted for coding

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SPSS Data File

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Codes and Transformations (Dummy Variables)

13 Codes

Dummy Variables of Coders’ responses (Questions Q 19 and Q9)

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Codes OutputCreate dummy variables

Variable CreationLabel

code1_1 CODE1Q19=code1_2 CODE1Q19=D2code1_3 CODE1Q19=DCcode1_4 CODE1Q19=FCcode1_5 CODE1Q19=LPcode1_6 CODE1Q19=O1code1_7 CODE1Q19=O2code1_8 CODE1Q19=PIcode1_9 CODE1Q19=RLcode1_10 CODE1Q19=ROcode1_11 CODE1Q19=S1code1_12 CODE1Q19=S2code1_13 CODE1Q19=SCcode1_14 CODE1Q19=XX

Variable CreationLabel

code4_1 CODE1Q9=code4_2 CODE1Q9=D1code4_3 CODE1Q9=D2code4_4 CODE1Q9=DCcode4_5 CODE1Q9=FCcode4_6 CODE1Q9=LPcode4_7 CODE1Q9=O1code4_8 CODE1Q9=O2code4_9 CODE1Q9=PIcode4_10 CODE1Q9=RLcode4_11 CODE1Q9=ROcode4_12 CODE1Q9=S1code4_13 CODE1Q9=S2code4_14 CODE1Q9=SCcode4_15 CODE1Q9=XX

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New Codes

Creation of the New Codes

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pLASMA Factor Analysis

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Results of Factor Analysis

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Discovery by instructor

Organizing by students

Learning through practice

Supporting collaboration

Reflective learning

Sharing by instructor

Sharing among students

0 10203040506070

Broad Cat-egories

Factor

Name Items loading on the factor

Percent of

variance explaine

d1 Facilitating

EngagementOrganizing by students; Peer interaction; Sharing by students; Reflective learning

12.63

2 Organization for Teaching

Organizing by/for instructor; Sharing by instructor; Discussion

10.89

3 Reaching Outside Reaching outsidelearning by practice

10.10

4 Enhancing Student Learning

Supporting collaboration among students; Reflective learning

8.97

5 Building a Community of Practice

Fostering communities

8.48

6 Discovery Discovery by instructors; Discovery by students

8.48


Factor Analysis

Outline1. What Social Media Platforms are Used for Teaching 2. How Social Media Platforms are Used for Teaching 3. What are the reasons behind instructors’ use of

social media for teaching

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Regression Analysis: Automatic Linear Modelling

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Independent Variables Age (age)Gender (gender)Years Taught (total number of years taught by instructors)Rat_Contrib_Consum(Ratio between the instructor s’ use and consumption of social media)

LevelStudies (Level in which the instructors teach)TypeInsti (Type of institutions in which the instructors teach)Ped_Sup (Pedagogical support given by the instructors’ institutions to the instructors’ use Social Media

Tec_Sup (Technological support given by the instructors’ institutions to the instructors’ use of social media)

SMDEP (Instructors’ perception of their department colleagues’ level of social media use)StayInformed (The way how instructors access to the social media information)

Dependent Variables SMTECHPAST (Use of Social Media in the Past by teachers) –Dependent Variable-

SMTECHNOW (Present use of Social Media by teachers) –Dependent Variable-

SMTECHFUTURE (Future use of Social Media by teachers) –Dependent Variable-


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Regression Analysis: Instructors’ Past Use of Social Media for Teaching

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Regression Analysis: Instructors’ Current Use of Social Media for Teaching

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Regression Analysis: Instructors’ Future Use of Social Media for Teaching

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Regression Analysis: Significance Level of the Variables

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DV= SMETECHPAST DV=SMETECHNOW DV=SMETECHFUTURE Intercept 3.582 0.816 4.168Age 0.052*(0.147) Gender YearsTaught 0.085**(0.167) 0.063**(0.149)StayInformed RatContrConsum 2.756***(0.320) 2.213***(0.291) 1.769**(0.213)TecSup PedSup SMDEP TypeInsti 1.189** (0.182) -0.982**(0.152)LevelStudies -2.184***(0.445) -1.422***(0.262) -1.796***(0.486) Adjusted R2 0.139 0.131 0.083N 333 333 333

Regression Analysis: Significant Independent Variables

*p<0.10; **p<0.05; ***p<0.001; Importance level in parenthesis; Empty cells reflect the null values in the Automatic Linear Analyses results

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Conclusions WHAT: Most Used Social Media: Blogs, Twitter and Youtube

HOW: 1) Facilitating engagement, 2) Organizing for teaching, 3) Reaching outside the class (Factor Analysis)

WHAT REASONS: Instructors’ individualized use of social media and the level of studies they teach (Automatic Linear Modelling)

◼Anatoliy Gruzd ◼Caroline Haythornthwaite◼Drew Paulin ◼Sarah Gilbert◼Marc Esteve Del Valle

◼ E-mail: [email protected]◼ Twiter: @NetMev

project on Learning Analytics in the Social Media Age

#pLASMAFunded by:

A project of:

mailto:[email protected]