The Social Networks Adapting Pedagogical Practice (SNAPP) tool performs real-time social network analysis and visualization of discussion forum activity within popular commercial and open source Learning Management Systems (LMS). SNAPP essentially serves as a diagnostic instrument, allowing teaching staff to evaluate student behavioral patterns against learning activity design objectives and intervene as required a timely manner. ·
D. Stanton, C. O’Malley, K. Ng, M. Fraser, and S. Benford. Designing for change in networked learning environments: proceedings of the International Conference on Computer Support for Collaborative Learning 2003, page 293 – 302. (2003)
Kalle Juuti, and Jari Lavonen. NorDiNa (2006)Construction of research based teaching sequences through Developmental research Linsje, 1995, Educational reconstruction Duit, Komorek & Wilbers, 1997, or Ingenierie Didactique Artigue, 1994, can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence Méhuet, 2004 and on another hand they aim to design the artefacts. For example, Andersson and Bach 2005 produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
John G. Pettit, and Agnes Kukulska-Hulme. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, IGI Global, Hershey & New York, Contains data from interviews with six Open University staff..(2011)