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Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
Brevity ecoo2012
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Brevity ecoo2012

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  • Transcript

    • 1. Brevity is the Soul of (t)Wit Using Twitter to Role-Play the Classics
    • 2. Overview• The experiment• What we learned• How my class used Twitter• What did it let us do that we couldn’t do before?
    • 3. The Experiment• Can we use Twitter to role-play Hamlet in real time?• What would we learn if we tried it?• What is the value of trying this in the classroom?
    • 4. The Dress Rehearsal• Audition Sheet• Calendar• Blog
    • 5. The Performance
    • 6. Multimedia
    • 7. DiscoveriesTwitter=the greatequalizer“There are nosmall parts, onlysmall actors”
    • 8. How we did it!
    • 9. Start with a big ideaTechnology doesn’t necessarily = engagement "What is the value in re-imagining a text using social media?”
    • 10. Be the DirectorSet up the Twitter accounts yourselfnot so much for policing but so you cansee all the planning that happens throughdirect messages.An email account is necessary to set up aTwitter account, but I’ve found a goodworkaround is to use variations on agmail address such as yourname+student1@gmail.com.
    • 11. ListsCreate a list and add all the character handles to the list.This way people can follow a list rather than eachcharacter: eg/ https://twitter.com/danikabarker/brevity-2-0If you put all your students on a list, it’s easy to curate thetweets using something like Storify.
    • 12. When? Where? How Often?•Tweeting as a reading strategy: •“As we read this act, think about how the events affect your character. How will you reflect on these events? Who would you talk to?” •The discussions students had prior to tweeting were the most valuable part of the whole process.
    • 13. When? Where? How Often?•Tweeting happened mostly in class, towards theend of a period, once or twice a week. The nextday we’d begin class by reading through thetweets and discussing them.
    • 14. When? Where? How Often?•BYOD •Students don’t all need cell phones. Most students seemed to prefer the web based version of Twitter and used either a personal laptop, or (more often) one of our school netbooks. Students were in partners so we didn’t need 1:1.
    • 15. It’s about whathappens inthe wings
    • 16. Don’t grade this.Not everything we do as teachers needs to begraded, although this is sometimes a tough sell forstudents. Assess, and have the students reflect butthe second you tell students they’re being graded, itraises the level of anxiety and puts a stop tocreativity and playfulness, especially when tryingsomething new.
    • 17. Links• Brevity is the Soul of • Create a fake newspaper (t)Wit website • Corkboard• Brevity Blog • Wallwisher• Such Tweet Sorrow website • Storify• My presentation on Twitter• Brevity Twitter List

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