Write Out Twitter Analysis (Part Four): Tweets, Retweets and Mentions

WriteOut Sorting of Tweets, Retweets, Mentions

I’m trying to take a closer look at what happened on Twitter with the Write Out project in October through network analysis. I’ve shared out the nodes and clusters and edges of the two-week project and then dove into cross-hashtag analysis and the timeline of user activity

The graph above sorts out all overall tweets during Write Out into the categories of original tweets (something new that a user added to the hashtag of #writeout); retweets (a tweet from someone else that a user tagged and forwarded back into the stream); and mentions (where a user not just shares someone else’s tweet, but adds some of their own commentary or text).

This network analysis look is valuable from a post-project perspective because it indicates how much original material was flowing into the project, and also, whether people were active (tweets, mentions) or non-quite-active-but-not-quite-passive-either (retweets). Part of this flows from how easy it is to retweet, and there’s no real way to know from this kind of analysis whether a person retweeted and then did something else as well (such as created something original as a result of the retweet). It’s also difficult to know if the retweets were fly-by users — someone not really involved in the Write Out project, but who saw something interesting worth amplifying.

It’s heartening to see that the main clusters (yellow and blue here) are mostly original content — either tweets or mentions — which indicates a level of involvement that we hoped to see when designing invitations and activities. Ideally, in a Connected Learning project like Write Out, the overall sense of activity involves original media being shared out and noticed, so some retweeting makes sense.

It’s the green/Mention element that most interests me most, and I wonder if I can dive back into the Tableau software (used for this network analysis) to get a closer look at what people were doing, and who. When a user takes the time to notice, and do something more than just hit the retweet button, it shows a much higher level of engagement. A Mention tweet indicates not just recognition, but also response, and in that responding, the possibility of interaction and sharing.

For us, as facilitators of Write Out, these are the golden moments, for it could be that one person is inspiring another to react or remix or make note of something important. It could be that someone is taking the spark of Write Out and through a Mention, sharing it with a secondary network (sort of like the cross-hashtag analysis from an earlier post). A Mention also tells the maker of the original tweet that there is an audience that is interested, and noticing, and that kind of spark of responsive activity is a powerful element of learning, making, exploring, connecting.

Peace (making sense of it),
Kevin

Write Out Twitter Analysis (Part Three): Where The Hashtags Meet

WriteOut CrossHashTags ALLI’m trying to take a closer look at what happened on Twitter with the Write Out project in October through network analysis. I’ve shared out the nodes and clusters and edges of the two-week project and then dove into the timeline of user activity. Today, I want to look at how the #writeout hashtag connected with other hashtags.

This is important because of the cross-pollination effect. What I mean is that when a user with affiliation to different affinity networks makes connections through hashtag combining, it potentially expands the various networks. So when a participant in #writeout includes the #nwp or #findyourpark hashtag, now all people who follow the #nwp and #findyourpark hashtags see the content of #writeout.

Purposeful cross-pollination of content across hashtags in a single tweet is a powerful megaphone. So what do we notice with this kind of analysis, done with the Tableau software?

WriteOut CrossHashTags Top10 (2)

First, the obvious. The Write Out project is supported and hosted by the National Writing Project (and the National Park Service) so the #nwp tag makes sense, as does the #clmooc tag. CLMOOC (Connected Learning MOOC) was an earlier initiative of NWP, and folks in CLMOOC (like me) step easily into projects like Write Out, which is built on similar foundation of connected learning principles.

Second, there are plenty of hashtag connections to the National Day on Writing, which makes sense, since we planned Write Out with the NDOW timing in mind, and made many explicit invitations to NDOW folks to think about place for their writing.

You may notice the variations of the NDOW hashtags, such as #whyiwrite and #ndow, though, as no one single hashtag ever surfaced. There are also hashtags affiliated with NWP sites, who were sharing within their own smaller network while also drawing lines to the larger initiatives.

The one hashtag, and the activity seems substantial, that surprises me is the #savedbythepbl one. I don’t remember seeing it in the #writeout stream all that often during our two weeks in October, although project-based-learning (I think that is the PBL referenced) and place-based-learning (another PBL) have many overlaps, and perhaps the folks who use that hashtag were exploring and creating in sync with Write Out in a way that wasn’t visible at the time. As a Write Out facilitator, though, I am making notes about remembering that hashtag for next year. Those folks were doing something.

Other smaller hashtag clusters like #dance and #grafitti and #onthisday are ones I am not sure about, in regards to connection analysis. It may be that some daily prompt or activity caught someone’s attention. Or it may be that there was overlapping sharing going on, invitations within affinity networks that went beyond what we were seeing. That’s what we hope is always happening. This kind of deeper look makes some, but not all, of that more visible.

Peace (pollination),
Kevin

Twitter Analysis (part two): Write Out Over Time

Write Out Tweets Over Time

As I mentioned the other day, I have been trying to look at the Twitter activity for the October Write Out project, as much to “see” what happened and maybe to think about how we might expand the reach of the place-based partnership between the National Writing Project and the National Park Service in the future.

I learned to use a few tools in an online course that can help us to analysis data via Twitter, and the chart above is generated from Tableau, a software program that provides different ways to look at gathered Twitter activity around hashtags. The timeline above shows activity bursts over the days of the project — which ran officially for just two weeks  but still has some tweets coming now and then.

The graph supports what already knew — much of the activity of sharing and connecting happened in conjunction with the National Day on Writing on October 20. There was a decision to shift Write Out from the summer (the first year) to October (this year) in order to support and tag on to the work that would happen with the National Day on Writing. You can see how activity led up to the Day on Writing — we had many live Write Out events that were being promoted — and on and just after October 20. Smaller spikes are somewhat aligned to our Twitter Chats, but it would have been nice to see even more on those two Thursdays (something to ponder for the future, I suppose).

The three colors of the chart represent original tweets, tweets that mention someone else, and retweets. While we know it is easy to retweet — click, and you’re done, and maybe moving on — the fair number of original tweets and mentions indicates a nice scale of activity by engaged participants.

I find it interesting the right side of the chart, where people were/are still sharing some odds and ends — mostly images of spaces and small poems, some from students in classrooms of teachers connected to Write Out. Even this week, there were a few tweets with the #writeout hashtag.

Peace (charted out),
Kevin

Twitter Analysis: Digging Deeper into Write Out (part one)

Collage of WriteOut via GephiThanks to my friend, Sarah H, I took part in a three week online course around social media data analysis, and also with huge thanks to Sarah, she had been collecting Twitter information from the start of October’s Write Out project (connecting educators and students to place-based writing, and to the National Day on Writing), and she shared her files with me to use in the course.

I’ll share more some other time about the in-depth observations that I made, but the course itself revolved around three main tools for data analysis — TAGS, which can gather tweets into a spreadsheet; Tableau, which digs down into that data for more in-depth analysis of who was doing what, when, and with whom, etc; and Gephi, which can visualize nodes, clusters, connections and more. (The image above is a collage of some of the views I created with Gephi, to observe the interactions off the main hub of activity).

It’s easy to get overwhelmed by exploring some of these tools, but the course — called Social Media Analytics, offered through FutureLearn — was very helpful, in the ways they had us looking at the larger picture of social media landscapes (mostly Twitter, since others — like Facebook — are closed off from most analysis tools) before learning, systematically and step-by-step, how to set up and use Tableau and Gephi.

Personally, I found Tableau to be more useful than Gephi for the inquiry I was doing — which was based around my own questions of making visible the interactions that took place during Write Out and reflecting on ways to expand the reach of Write Out next year.

A handful of us, who already knew each other from other projects and connections, also created a private back-channel in the CLMOOC Slack, where we could share and ask questions of each other. I found that helpful for the beginning of the course, in particular.

I’ll write and share more later …

Peace (in the data stream),
Kevin

Rediscovering ‘A Look At Leeds’ (made by the kid)

During Write Out, I had created a piece about wandering my neighborhood with a historical lens in mind (see below). While pulling that piece together, I rediscovered this video project that my youngest son had done about 8 years ago.

For some time, this was a featured video at our Civic Association site. I helped him with filming and some editing but even at that age, he was doing things on his own with video. (The sad part is watching an interview he did with our neighbors, as the gentleman — Mr. Leary or Sarge — has since passed away).

Here is the one that I did for Write Out:

Peace (around the block and back again),
Kevin

Curating a Collection of Place-Based SmallPoems

CLMOOC WriteOut Place-Based Daily Poems

Every morning, in October, I used the daily place-based theme of the day for CLMOOC and Write Out to both write poetry (at home, before work) and doodle (at school, with kids). While I was posting the small poems at my poetry site, I wanted to find a way to gather them together, to curate them, with the calendar that Wendy had built for us in CLMOOC with every theme listed.

ThingLink did the trick. Hover over a day, and click the green button to read the poem.

I had the idea of adding an audio version of each poem to the days, but never got to it. Yet. I might still do that, since it is easy enough to upload audio into each tagged item in ThingLink.

Also, here is my complete calendar of daily doodles from the classroom — there’s no real correlation between my doodles on the themes and the poems on the themes, other than both were inspired each day by the same theme.

CLMOOC WriteOut Place-Based Daily Doodles

Peace (day by day, poem by poem, doodle by doodle),
Kevin

 

 

Poems With Strangers and Friends: The #WriteOut #SmallPoems eBook

We had nearly 30 small poems written and shared in our open Google Slides for the Write Out project. I gathered up the files and used SoundSlides to create a short video of this wonderful collection of words and images and collaboration.

Go directly to SoundSlides to watch

or

Go to the Slideshow to read at your own pace (but without music!)

Peace (in the poems),
Kevi

The #WriteOut Audio Collaboration: 25+ Voices in a Poem

Where We're From Collaboration

After a week or so of asking (cajoling, sometimes) folks to record lines and stanzas from the collaborative Where We’re From poem (with lines submitted by more than 100 people during the first part of the Write Out project), the last track was delivered, put into place, and the collaboration … is complete.

Take a listen

Read the poem

There were 25 people who submitted voices (well, technically more, since Kim D. had her entire class of young students reading) and recording tracks to this collaborative poem, which runs nearly 13 minutes long. That’s  a bit to listen to, but the effect is what we had hoped for — a quilted collage of many voices reading a poem written by many people, about place and home and family and more.

When we talk about connected learning ideas and collaboration, we hope that this kind of project is something that can inspire us to create together, to make together, to publish together. Sure, there are problems — some of the audio files sound different because of the myriad of apps and microphones. We did our best to level things out, but there’s plenty of rough spots.

That gives the audio poem charm, though. People are different, and our voices are different, and the audio collage reflects that in meaningful ways. If you participated in any aspect of this — from writing lines, which were dispersed and gathered in themes of stanzas and sections to recording assigned parts — thank you.

Peace (sounds like the world writing),
Kevin

Where We're From Poem: Infographic

Wrapping Up Write Out (part one)

The two-week place-based story-centered Write Out project came to a close this weekend with one final newsletter. We used the metaphor of “planting seeds” as to avoid “this all comes to an end right here.” In other words, we hope the ideas from this whirlwind of two weeks will provide ideas for the future.

Read the newsletter

Peace (in slow bloom),
Kevin

PS — I am going to curate some of the work I did as a participant in Write Out tomorrow or the next day. That’ll be my Part Two.

PSS — The final audio of the collaborative poem is nearly done, too. We’ll release that this week. Maybe that is Part Three.

PSSS — People are also still adding poems to our Small Poems project, which is cool. Maybe that is Part Four.

#WriteOut Ideas for Explorations (inspired by National Parks of the USA book)

This oversized picture book — National Parks of the USA by Kate Siber and art by Chris Turnham — is quite lovely, with regional looks at some of the National Parks and then closer examinations of the flora and fauna of some specific sites, complete with interesting descriptions.

I read it with an eye toward activities that could be connected to Write Out, even if you are not close to any parks or historic sites. While Write Out is co-sponsored by the National Park Service and the National Writing Project, the focus is not just on our national network of public spaces, but on all public spaces — urban, rural, state, local, federal, etc. We just ended our second year of activities, but these ideas might keep things moving forward.

As I have been reading, and learning such interesting tidbits of information from this picture book, I’ve been bookmarking some ideas that have surfaced. Some of those possibilities of explorations are focused on the ideas of stories — how to uncover the stories of public spaces — and others are more nature, in general. (But again, Write Out has also been focused on historic and urban spaces, not just the wide open, massive parks that come to mind when we think of the NPS).

My hope here is that this list might be useful to educators in classrooms without easy access to going places beyond the school — to venture into places like parks and public spaces and historic sites — but they would still like to have students learning more through research and thinking … maybe these can help.

  • There’s mention of  a plant in the Smoky Mountains called Jack-In-The-Pulpit. The roots are toxic, the book tells us, but Native American tribes knew how to cook and dry them before eating. What else can we learn from the Native American tribes who knew how to live in close relationship to the lands and its plants and animals? Just about every region in our country has some history before settlement.
  • Also, related to the Smoky Mountains, there are references to the cemeteries (more than 150 in the Smoky Mountains alone) that could tell rich stories of settlement and life from the 1800s, from a distinct view of Euro-American settlers. Stone rubbings and family research projects might bring forth a new understanding of the hard life of these peoples.
  • In a page about Isle Royale in Michigan, there’s a reference to shipwrecks in Lake Superior, and how divers wander through the old sunken boats, and it had me thinking of those 40-odd boats at the bottom of the lake, and the stories they tell.
  • In the Wind Cave, South Dakota, the rush of air — created by abrupt changes in pressure, is enough to blow the hat off your head. The science behind the cave’s air flow is fascinating, but there are also audio and video, too, to give a sense of how strong the gusts come.
  • Cave systems — from Mammoth Cave (Kentucky) to Carlsbad Caverns (New Mexico) and beyond — are part of the world beneath our feet. Many National Parks feature cave systems, some of which are mapped and some of which are not mapped. What stories about the world are told in the places beneath our feet?
  • The Tamarisk plant is an invasive species in the Grand Canyon that stifles native plants, and people brought it in (for erosion control). This opens up an entire way of looking at invasive species in public spaces, and how society often does something worse by thinking it is doing something good.
  • Who doesn’t love a good mystery? Scientists had long wondered about “moving rocks” in Death Valley desert, where rocks with long trails would appear out of nowhere. A study discovered the culprit to be water freezing, causing a layer of ice, and the winds blowing the rocks, leaving paths behind.
  • The modern problem of light pollution comes to the surface in the texts about Bryce Canyon, in Utah, which has some of the clearest skies in the country. A study of local light pollution effects, and an investigation in the night sky — maybe even constellation stories — would engage students on the larger world.
  • Discoveries of tools — such as the mano (grinding stone) and the metate (grinding surface) for creating corn flour in Mesa Verde in Colorado — bring to the surface the stories of survival and daily living. Archeologists continue to make new discovers of tools and inventions that provide us further insights into the people who were here long before us.
  • Did you know that a “midden” is a trash heap? Now seen as valuable treasure for understanding cultures such as the Pueblo people of Mesa Verde, these middens — broken pots, tools, scraps, etc. — hint at the culture lost by time.
  • What role do forest fires play in our upkeep of public lands? Think about the creation and history of Smoky the Bear, and how that message of “no fire, ever” has begun to shift to understanding how some fires — either ones caused naturally, through lightning strikes, or ones purposefully contained by fire officials — in forests are part of the natural process of growth, decay and regrowth, and Yellowstone is one place where fires are important to the health of the space.
  • Mount Rainier is a volcano as tall as ten Empire State Buildings, and in the same region of the Pacific Northwest, the forests of the Sequoia (the largest trees on earth) and the Redwoods also rein, reminding us of the power of trees over time and space. How do trees help us connect to the stories of settlements? What obligation do we have to protect such trees as the Redwoods and Sequoia?
  • A Sea Stack is an amazing site, a piece of natural sculpture off the coast of Olympic National Park in Washington, created from decades of battering by the seas. What’s left behind are huge monoliths, or sea stacks, that jut out of the ocean like mountains. What other natural sculptures are there in public spaces? What stories do people tell of these strange phenomenon?
  • The Quaking Aspens of the Denali Park in Alaska is one of the more amazing discoveries of the tree world. What seems to be a grove of trees are actually one single tree, all connected underground, and each trunk is a clone of the other. Explore the way trees like the aspens connect and communicate, and how our perceptions of the natural world are often wrong.
  • Hawaii is known for its volcanoes, of course, but even volcanoes are full of surprises. Lava Tubes, for example, are beautiful works of art, formed just after lava cuts through rock. And do you know about Lava Crickets? These strange insects live only on the ceilings of Lava Tubes, feeding off the roots of plants. What else exists in tandem with such destructive forces?

And more and more and more … Maybe ideas will spark ideas … Go on, and write, and help your students to find interest in the larger world, too.

Peace (outside and in),
Kevin