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I tried to post my lab, but I think the listserv strips attachments, so I just emailed it to interested people who asked for it.
Id be interested in your lab if you'd send it to me.
Also, ORA can size nodes and do subgroup analysis among other things.
On Dec 6, 2011, at 12:04 AM, Derek Hansen <[log in to unmask]> wrote:
> I've attached a lab that I used this semester in an IT 101 Lab that
> uses NodeXL and has students analyze and visualize their Facebook (or
> alternatively Twitter) network. The students gave very positive
> feedback on the assignment. They had never had any exposure to SNA.
> All but 1 were on Facebook, and we analyzed a Twitter network of
> interest for that student. I also attached an image that I showed them
> of my Facebook Friends. I encouraged them to modify their own graphs
> as necessary, but showing this one gave them some idea of what is
> possible with NodeXL (e.g., automatically detecting subgroups (i.e.,
> clusters) based on network position and then laying those out into
> separate sections with labels, setting size of nodes based on metrics
> such as betweeness centrality, setting color based on gender). To help
> them understand the concepts and get familiar with NodeXL I did an
> hour of lecture/discussion on network concepts and an hour of tutorial
> with the students. Double that time would have been ideal.
> On Sat, Dec 3, 2011 at 9:33 AM, Ian McCulloh <[log in to unmask]> wrote:
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>> I did something like this in my intro psych course and also in my calculus 1 course. I gave one lecture (50min) on SNA (less time for calc) I used David Krackhardt's pentagon network to discuss differences in centrality. I talked a bit about subgroup analysis. I then gave them a sheet of instruction on how to install and use ORA and the CMU Tech Report on how to download Facebook. I had students collect SNA data on a group of friends as well and compare their Facebook network with the traditional approach of survey. They had to prepare a short ppt or doc of their findings and conclusions.
>> Some issues:
>> 1. When I gave out the assignment, everyone tried to download their network at once, overloading the bandwidth on the classroom server (this was a few years ago).
>> 2. Some students did not have Facebook, so I had to discuss other options with them. Analyzing someone else's Facebook is ineffective.
>> 3. Students need to delete themselves from the network for meaningful results.
>> 4. About 10% of students had software difficulty (operator error), which required extra time.
>> Overall it was successful, most recently motivating about 33 of the 48 students I taught to sign up for an elective in SNA.
>> If you are interested, I'll try to find the assignment sheet. Not sure where I saved it.
>> Good luck.
>> Ian McCulloh
>> On Dec 3, 2011, at 6:07 AM, David Wagner <[log in to unmask]> wrote:
>>> ***** To join INSNA, visit http://www.insna.org *****
>>> Dear Socnet Members,
>>> I'm currently running a module on Research Methods and in the second part of the course I would like my students to collect some data, more specifically (electronic) network data. Have any of you run some exercises in class that worked well and you're willing to share the experience? Are you aware of literature on the topic? The course I'm referring to is an undergrad course (in Communication Management), so the exercise shouldn't be too sophisticated in terms of technical skills. One thing that I'm tempted to try is to let students export their Facebook data via Namegenweb (https://apps.facebook.com/namegenweb/) or a similar application and let them play around with and graph the data in Gephi (http://gephi.org/). However, I would love to collect a few more ideas and thought that some of you may be able to offer good advise.
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