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Using analytics
to establish e-mentoring
relationships in an
online social environment

Haiming Liu
Ronald Macintyre
Rebecca Ferguson
2
OU students adopt mentors
Bouncing ideas off my manager has helped because
he has been able to relate some of the theories to our
 business, therefore making it easier to understand.

I found discussing this course with
  work colleagues and friends the      Mentors provide:
most helpful, they were able to help   • Support
 me relate the assignments to my       • Ideas
      job and gave alternative         • Guidance
    suggestions and their varied       • Sounding
  opinions help to widen my view.        board

                                                         3
Classic mentoring models

                              Competency




Reflective
                           Apprenticeship

                                       4
Personal factors are significant
 More technical
 experience


                                 Same
                               language

                            Different
                             status
Similar interests

                                        5
Model 1: Elliment




                    developed by Thomas Ullmann
                                             6
How is online mentoring different?




• Support
• Ideas
• Guidance
• Sounding board

                                      7
Mentoring analytics


• Shared interests
• Shared contacts
• Profiles
• Activity history

• Analytics



                      8
Users need to be able to

Expand contacts
Locate relevant groups
Observe mentoring in action
Identify opportunities to engage
                                   • Provide support
                                   • Supply ideas
                                   • Offer guidance
                                   • Act as sounding board


                                                             9
Building & strengthening links




Mediating objects can
• strengthen weak ties
• activate latent ties
                                 10
User study


             • Camtasia
             • Talk aloud
             • Interviews




                       11
1 Connect with content




3 Connect through content
                                                            2 Connect with people




                            4 Employ different actions
                                                         5 Recommendations

                                                                           12
Connecting with content

                          •   Bookmarking
                          •   Collecting
                          •   Commenting
                          •   Rating
                          •   Tagging




                                      13
Connecting with people


                         •   Connecting
                         •   Following
                         •   Friending
                         •   Helping




                                      14
Connecting through content




•   Added to content
•   Created content
•   Engaged with content
•   Evaluated content

                             15
Model 2: Analytics based




                           16
Mentoring in social media
Multiple overlapping relationships
May be open and freely available
Does not require a face-to-face relationship

Key data for analytics
Actions connecting with people
Actions connecting with content
Actions connecting through content

Potential for analytics
Strengthen inter-personal links
Provide opportunities for mentoring
Provide a form of mentoring
                                               17
Haiming Liu
Ronald Macintyre
Rebecca Ferguson

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Mentoring analytics LAK 2012

  • 1. Using analytics to establish e-mentoring relationships in an online social environment Haiming Liu Ronald Macintyre Rebecca Ferguson
  • 2. 2
  • 3. OU students adopt mentors Bouncing ideas off my manager has helped because he has been able to relate some of the theories to our business, therefore making it easier to understand. I found discussing this course with work colleagues and friends the Mentors provide: most helpful, they were able to help • Support me relate the assignments to my • Ideas job and gave alternative • Guidance suggestions and their varied • Sounding opinions help to widen my view. board 3
  • 4. Classic mentoring models Competency Reflective Apprenticeship 4
  • 5. Personal factors are significant More technical experience Same language Different status Similar interests 5
  • 6. Model 1: Elliment developed by Thomas Ullmann 6
  • 7. How is online mentoring different? • Support • Ideas • Guidance • Sounding board 7
  • 8. Mentoring analytics • Shared interests • Shared contacts • Profiles • Activity history • Analytics 8
  • 9. Users need to be able to Expand contacts Locate relevant groups Observe mentoring in action Identify opportunities to engage • Provide support • Supply ideas • Offer guidance • Act as sounding board 9
  • 10. Building & strengthening links Mediating objects can • strengthen weak ties • activate latent ties 10
  • 11. User study • Camtasia • Talk aloud • Interviews 11
  • 12. 1 Connect with content 3 Connect through content 2 Connect with people 4 Employ different actions 5 Recommendations 12
  • 13. Connecting with content • Bookmarking • Collecting • Commenting • Rating • Tagging 13
  • 14. Connecting with people • Connecting • Following • Friending • Helping 14
  • 15. Connecting through content • Added to content • Created content • Engaged with content • Evaluated content 15
  • 16. Model 2: Analytics based 16
  • 17. Mentoring in social media Multiple overlapping relationships May be open and freely available Does not require a face-to-face relationship Key data for analytics Actions connecting with people Actions connecting with content Actions connecting through content Potential for analytics Strengthen inter-personal links Provide opportunities for mentoring Provide a form of mentoring 17

Hinweis der Redaktion

  1. Preliminary work Thinking about mentoring in a new context Thinking about how analytics could be used to support it.
  2. Distance university withsdtudents worldwide SocialLearn promoting social and interpersonal connections How can we best support mentoring relationships on a social learning platform? Do we know what ‘mentoring’ means in a Web 2.0 environment?
  3. Previous research that OU students seek out unofficial mentors amongst their friends, relations and colleagues. They seek out someone who can act as a sounding board and provide support, ideas, and guidance. Is there a way of providing this support on a social learning platform – and can analytics help?
  4. Literature based on face to face mentoring: three main models Apprenticeship: learn through observing and copying Competency: mentor provides feedback on performance Reflective: mentor seeks to develop self reflection in mentee.
  5. Mentors are unlikely to be chosen at random. Depending on the context, any or all of these elements are likely to be relevant Social learning platform needs to provide ways of assessing these elements if successful mentoring relationships are to develop.
  6. Online tool to support mentoring Implied a committed relationship that didn’t tally with our experience of receiving support in social media environments. Did not provide personal information that allows you to select a mentor Should be a role for learning analytics in supporting the mentoring relationship Developed by Thomas Ullmann (Open University) in partnership with the University of Bristol
  7. Multiple overlapping relationships May be open and freely available Does not require a face-to-face relationship This example is on Twitter, but it is incidental to Twitter – so how could it be incorporated in a platform tuned for learning? So we can see that Web 2.0 mentoring is not necessarily like F2F mentoring – and may be challenging what you think of as mentoring. Our students were looking for someone who can act as a sounding board and provide support, ideas, and guidance.
  8. Online, profiles provide a simple way of collecting some of this information. Site analytics can recommend new connections They aren’t recommending learning relationships . Friends of friends may not be the people who will introduce new ideas, evaluate your ideas, challenge your ideas…
  9. Developing the prototype We wanted to put our work on social learning and its requirements Together with our ideas on mentoring This would require a platform which allowed people to: provide support, supply ideas, offer guidance, act as sounding board
  10. Work on social networks suggested the importance of the role of mediating artefacts These can act to strengthen weak ties And to activate latent ties
  11. Pilot studies with SocialLearn Participants looking for different types of connection
  12. Analytics bring together these sets of information about how learners are doing this now. Suggest other iterations – relevant people, relevant content and relevant actions. Begin to play a mentoring role themselves - providing support, ideas, and guidance. This model developed by Haiming and Ronald
  13. Actions are keys to the development of mentoring. Provide personal information that allows us to judge a potential mentor or mentee Provide hooks that help link people with potential mentors
  14. These have been built into the system
  15. Lots of actions allow you to engage with people, to engage with content, to engage through content
  16. Wire frames of the next stage – developed by Haiming and Ronald Analytic powered recommendations Available on site and through tool bar
  17. In summary
  18. Here we are on SocialLearn