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From contingencies to network-level phenomena: multilevel analysis of activity and actors in heterogeneous networked learning environments

Learning in social settings is a complex phenomenon that involves multiple processes at individual and collective levels of agency. Thus, a richer understanding of learning in socio-technical networks will be furthered by analytic methods that can move between and coordinate analyses of individual, small group and network level phenomena. This paper outlines Traces, an analytic framework designed to address these and other needs, and gives examples of the framework's practical utility using data from the Tapped In educator professional network. The Traces framework identifies observable contingencies between events and uses these to build more abstract models of interaction and ties represented as graphs. Applications are illustrated to identification of sessions and key participants in the sessions, relations between sessions as mediated by participants, and longer-term participant roles.