Blended learning for PhD Students


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  • Been into digital tools since 1997 Return from travels in November 2008 (had been using travelblog to keep in touch) One of the job options was applying for was as Web Manager, and started to see Digital Strategy increasingly relevant in those job roles, but more interested in how to use it for Learning and Teaching Tools You can see here, that a number of tools and technologies are illustrated on the title slide, but v. Interested in being task/relationship orientated... So what can these tools help us with, what can they do that other things can’t? Started playing with various social media tools, and January 2009, Twitter was the big one in the pack, so will talk about that for a bit, but there are other tools, and Twitter may or may not last...! This will all be on the Learning Network so if I go a bit fast through anything, you can look back through…
  • As started to move back towards academia, started to see that there were possibilities… started to learn terms… (popularised by Marc Prensky: ) Digital Native (technology their first stop) Digital Immigrant (had to learn to use/adapt) Digital Aliens (don’t want to use)
  • See Jake , used to sharing through peer-to-peer networks Now the term ‘digital native’ is VERY MUCH contested, as with any group of students, they are not a homogenous group… at conferences this year we started to refer to them as ‘digital residents’ (who live out parts of their lives online) or ‘digital visitors’ (who just pop in to do the odd bit of shopping, etc… BUT THERE IS the expectation is that more DN’s like Jake (aged 14) are coming to University, and we need to be prepared for them...
  • So, now what I want you to do is feed in some of the similarities/differences – I’ll re-edit afterwards, but using this as a virtual board. Some would question if there even are any? 5 minutes to discuss with those on your table then we’ll feed in… Similarities People will still be people, same fears, etc. Development like printing, new comms Naivety + suspicious Guidance required to enable good use Distinctions – space to meet Implicit credibility Differences Worse cyber-bullying/just made it public? Direct abuse Longevity Scale/ massive Accessibility Think it’s “our world” We know too much about students outside? Community vs indiv Laziness, not past LEN Upcoming career paths
  • News story this weekend, about what Universities will look like in 2020 – and we’re already starting to work towards addressing this (and bear in mind, we also need to take into account that this affects staff as well, increasingly part-time, and with a foot in the ‘external’ world too…)
  • Just nip through these, as you can always go and read up on them afterwards, but if you’re teaching, interesting to see the theory behind them... But I want to ensure we do some practical stuff tonight too, and we will have a look at Twitter in a bit, because I’m currently working on a paper re: Twitter, so it’s cutting edge research, but I also want to give a tool that will help, and give an idea that Twitter isn’t just for those who ‘love themselves’, want to ‘stalk others’ or talk ‘about what they had for breakfast’ (Those are the early responses that I’m getting from the staff survey!)
  • The most recent study started in March 2008, dealing with 15/16 year olds, we’d now find the same proportions outlined in the study applying to 12/13 year olds.
  • For those who fear that computing is taking over – really good to know that students still value the face-2-face time, and that message comes through over-and-over again, that we are looking at blended learning not e-learning or distance-learning (we’ll come back to that)! The big growth in online is the growth in “pull” technologies – bottom-up information, feeling there is a choice to engage – e.g. signing up for RSS feeds, knowing own motivations, etc. We’ll also come back to the question of Facebook as a private space, and how it IS possible to use it…
  • I took this information on board in thinking about where to make a difference within the university – it’s difficult in only 1 day a week, but what are some of the things which will have the most difficult… and Staff time and support issues are critical seemed to be critical – my role is to provide that central person who gets to understand some of the issues which could be helped through the use of technology, circulate examples of good practice, and identify tools which are helpful and begin implementation with those who would gain from them… Believe me, I know how heavy the workloads are – I am teaching 6 modules this semester, and finding it difficult to monitor pieces of paper outside various offices I have access to…, so just as one small example…
  • Now, this book is on my “to read” list, but I’ve not had time to look at it yet, but I think, even though it’s already 4 years old, it will offer some insights… The significance for you, is that you already probably use a lot of tools, e.g. Facebook, and have learnt a lot through them.
  • Another publication of interest, referred to me by a Twitter follower
  • Think some of you may enjoy going onto this, takes around 10 minutes – you need to answer quite fast. Test provided by the BBC/the OU – they crashed the server the first time they tried to get everyone to use this… gives one of 8 possible ‘web users’ – a handful of people have done this at the uni…
  • So, another 5 minutes to have a look at the list which has been circulating and think which might you be, and… which do you think those you work with are – so who needs the help and support? Bex: Web Fox: Fast-moving – Web Foxes like you are great at finding information quickly, just as real-world foxes are always ready to pounce on an opportunity. Sociable – Foxes are highly social animals, maintaining complex relationships with the other members of their social group. When you browse the web you are also a social creature, often using social networks, or other sites whose content is created by its users, as sources of information. Adaptable – Web Foxes are highly adaptable multitaskers, able to do several things at the same time – just like real-world foxes who can rapidly change their behaviour to suit their environments. (1.20)
  • So, if I’m in this role of Blended Learning Fellow, what am I doing to impact the student experience?
  • As we said before, NOT about e-learning or distance learning, but about finding ways to use appropriate learning technologies to improve the student experience. Sometimes it adds benefits, sometimes it adds another layer, sometimes it maintains relationships/gives a different level… but one thing’s for certain, students will need these digital skills in the workplace…
  • Referring back to the idea of ‘informal learning’ Einstein: “Knowledge is experience – everything else is just information” – current problem with e-learning is that it’s e-information , not e-knowledge! Race, p.177 Is possible to EYE-BALL vast quantities of information, clicking away without reflection . Red Magma, the writers of this Slideshare presentation (a space in which to upload/share presentations), entitled this presentation “E-Learning Sucks”, and was picked up by David Hopkins (Bournemouth University) who heartily applauded it!
  • At the JISC E-Learning Fair in November, Stephen Sheedy, Queen Mary College, Basingstoke was saying we shouldn’t be talking about what we MIGHT need to do, we need to be doing it now… Previously “youngsters” would have been introduced to a widening world by adults slowly, but these days they are interacting globally with little guidance…
  • Web 2.0 is one of the biggest things that we need to engage with – but what is it – no real fixed definition… Core Characteristics of Web 2.0 Services ( By Prashant Sharma 28 November 2008 9 Comments Web 2.0 is among the popular buzzwords in Blogosphere and Social Media today. Still, nobody has yet been able to define “Web 2.0″ in a standard manner. According to us, its not a single line definition but rather a set of several characteristics that collectively represent the actual meaning of Web 2.0. We have described below, the most significant characteristics that a core ‘Web 2.0 service’ does follow : User-centered Design A web design which is created in a way that it fulfills every possible need of the end user and empowers the user to perform certain customizations within the design. User-centered designs are cleaner, often ajax based and easy to navigate. The appearance of the design is given a special preference while creating such a design. iGoogle , a customizable Google homepage is one of the most appropriate examples of a User-centered design. Crowd-sourcing Every small unit of contribution is important to a Web 2.0 service. Millions of such contributions eventually lead the website to state of higher relevance. For instance, any conventional Media company (employing hundreds of reporters) has today been easily beaten by blogging platforms like Blogger and Wordpress in producing extremely frequent and relevant content as millions of users are acting as a contributor, building up a large resource within much lesser span of time Web as Platform Gone are those days when one had to heavily rely on the desktop for accessing various web applications. Today’s Web 2.0 services don’t require a client download condition. Nor is the dependency on a particular OS for accessing the web services. Whatever be the method of internet access(Windows,Mac or Mobile OS),the web 2.0 applications are nowhere affected with it Collaboration Wikipedia takes the first place when it comes to proving the power of collaboration. Before 2001 (year of Wikipedia’s inception), there used to exist only driven information sources such as Britannica Encylopedia, and similar other sources, where collaboration was never implemented. Today, Wikipedia stands way ahead in terms of content quantity as well as quantity. Power Decentralisation Earlier,most of the services used to be administered and not automated.But Web 2.0 services follow a self-service model rather than being a adminstrator dependent.For instance,Google Adsense is a self service platform for Ad publishing.There is no adminstrator for allowing/rejecting the requests from the users.The users get to have a self-service system by Google which helps them deploy Ads on their site/blog quite easily.Same is the case with social bookmarking services such as Digg,Reddit,Stumbleupon etc. Dynamic Content In a generation where blogosphere has overpowered the conventional mainstream media, Web 2.0 services have to be highly dynamic and proactive.If crowdsourcing is there then dynamicity follows by default. SaaS With Cloud computing on a roll,more and more web services are taking the route of SaaS(Software as a Service). Softwares are available as a web service with no platform dependency at all. Rich User Experience Use of XHTML,CSS 2.0,Ajax,flex and simlar other rich media producing technologies have potencially helped making web services lighter,faster,less cluttered and more appealing to the end user.A great user experience plays a big role today,in making users come back again to the web service.
  • Web 2.0 – this is what we want to move students towards, but with pedagogical purposes... Web 1.0 was passive Web 2.0 is more active Web 3.0 is immersive
  • The students that are heading towards us now are part of the ‘digital generation’ (however contested that term is), used to informal learning in every situation They tend to think: “ Oh, where is Egypt, I’ll just look it up on Google maps” ( I did that in London with a friend – no need to carry a guide book, just this small piece of equipment… ) “ Who wrote “To be or not to be”, it’ll be on the web somewhere, I might even be able to watch it. They are used to interacting, sharing and creating content, and didactic modes of teaching become less and less effective, as students engage less and less with the process. If you’re interested to see how a university in America visualised this happening last year, check out the link above.
  • I’ve never been big on computer games… I tend to use it more for functionality and a communications tool, but there are PLENTY of students who use them… are there ways we could use them in learning? Game too often seen as a solitary, extra-curricular activity, but game creators place engagement first , whilst much elearning places engagement behind academic rigour. Much eLearning is like getting on a train – one speed, set stops, and doesn’t fit the personalised world students are expecting to receive these days. Race, p.178: Huge amount of investment in gaming industry (as this presentation says, with a primary focus on engagement ), means that student expectations are higher, and when faced with basic interfaces, the “want to learn” is damaged. (E.g., did a websitecheck on, and it said that doctoral level understanding was required – not a good start) Elearning can facilitate more individualised learning – as students can each work in their own FLOW, as we already saw in the web accessibility project this summer – few learn in the same way
  • So – is this a good picture of the 21 st Century Learner? I found this diagram helpful , although it refers to K-12 level students (USA, pre-College) As transferable skills have been highlighted by the need for career progression , these kind of ‘soft’ skills become more important. And if this is the approach that educators at pre-HE levels are taking, how much do we work with what students are used to, and how far do we challenge and re-train them?
  • In all the discussions I’ve been having online, where SOME people are dismissing certain types of technologies (including PowerPoint), have to say BUT THEY ARE JUST TOOLS, and it’s how they are used (as I had to say about propaganda in my thesis  !)… a lot of the time when you see PPT, you know why people want to get rid of them, and see that as one of my tasks to help students out of that… As Paul Race says, when we’re talking about e-learning, we need to ensure that the LEARNING is put into e-learning ! Use technology where it is appropriate, with reference to learning objectives, not just because you can… e.g. (p. 177) giving learner interesting things to do providing quick/responsive feedback helping them make sense of what they did deepening learning. These provide benchmarks to work towards, in 10/20 years won’t even think of using such material, but process needs to be hastened by collaboration... Associationist/Empiricist perspective – characterised much early learning re: knowledge transmission, building skills from the bottoms up Cognitive: Learning as achieving understanding, development through intellectual activity, rather than absorption of information. Situative: About becoming a ‘community of practice’ (where e.g. use of Second Life has a value, practice without “harm”.
  • Look at this simple tool – a great tool for NOT staying attached to the desk – I don’t use the laser pointer as much as I could, but it means I can move around the classroom, stand behind students – can make a difference to behaviour… and the students think it’s fun when I let them use it for their presentations…
  • But look at all these possibilities in the Web 2.0 world...
  • Some reports have indicated that Gen Y isn’t interested in Twitter – seeing it as “pointless” and “narcissistic”, but I have noted a number of my students have it, and that seems to be a general trend as this graph illustrates… Why? Increasing ownership of Smart Phones Pressure from employers/tutors Influx of celebrity tweeters Importance as a networking tool
  • Password protected accounts allow you to have private conversations, but you can only have one account per email address so think carefully.
  • That most famous of users… well maybe apart from Ashton Kutcher and Britney Spears… (also tweets as @MrsStephenFry)
  • The other week I did a webinar on this – my presentation is available on this URL, so you can find out more. A podcast should shortly be available, but that was undertaken by JISC, and he’s on holiday til 5 th April, so it won’t be there before… Some of the uses we identified for Twitter include: Group Tweeting (for less ‘academic’ information related to the course) Concise writing (stories, news, reflection) Backchannelling – tutor can interact with stories that are appearing repeatedly Collaboration (Last Saturday I got an invite to the Bridge Café, met some people I already knew from Winchester Web, but we’ve started to talk about some collab projects, which we’ll continue to develop online) Crowd-sourcing (Got a lot of the information for my interview for this job from asking my ‘followers’ for the big ideas in Blended Learning – which required that I had already built up a good following… and continue to get a lot of information that way…)
  • Colleagues – immediate and external!
  • To help you find the first few people that you follow, it should take you through some options (it’s a while since I signed up for a new account, and, as with everything in the web world, things change), but if not, can follow this link to find people on your email. Most websites will list Twitter names, and will show you some ways to find people to follow shortly… But first… before you actually sign up – want to show you my account, and something to think about before you sign up…
  • Here’s my Twitterfeed shortly before I did that webinar… Arrow 1 Twitter name – think carefully. Shorter is better, as it all counts towards your 140 characters & avoid underscores Image: Add a clear picture of yourself. I don’t like following people without ‘avatars’ unless I already know them in ‘the real world’. Arrow 2 This section is where many users may make a decision to follow you (can be changed in ‘Settings’) Location is important, especially for users targeting local information. Always include your web address, so people can find out more! Bio: Key. Only 160 characters, think carefully about can include here! Below = number of people I’m following (limited to 2000, until you get over 2000 followers), number of people following me Arrow 3 The icons of those I’m following, most recent first Arrow 4 My most recent tweet. I use a real mix of personal information, recommendations of other’s tweets/web links, and conversations with others… as Stephen Fry said – it’s Twitter, and as in everyday conversation, it’s not all composed of grand thoughts! Arrow 5 A ‘retweet’ of another users information – we’ll come back to that.
  • University website photos?
  • Essentially, a Retweet is a sign that you like someone else’s message so much that you want YOUR followers to read it – when you RT, it appears in your Twitter Feed… so there can be a snowball effect as your followers can also retweet the information… this can grow exponentially, and even become a trending topic 2 Examples The first is where Lisa, who is following me, has taken my Tweet about preparing for my JISC webinar on Twitter, and retweeted it (RT is a convention), taking the opportunity to add a comment in brackets (using her phone to post the message). This is the preferred way of engaging amongst those ‘in the know’, and existed before Twitter provided the 2 nd example last year In this example, I am on the web version of Twitter, and have chosen to retweet ‘as is’, which is the option provided by the Twitter ‘Retweet’ button… if not on a 3 rd party app, you’ll have to cut & paste! We’ll come back to Retweets once we’ve found some followers…
  • You can’t force anyone to follow you, you need to provide the content to make them interested, but aiming to follow 10-20 new people each day should help, as many people receive notifications each time someone follows an account, and people can be curious, come back and follow you.. To find people to follow, check out those hashtags, look at lists (we’re just coming to those), and, most useful – check out those you have already decided to follow and see who THEY follow. You can then click on this button, and you will be able to follow them too.
  • Now, people often say that Twitter is just Facebook statuses, but on their own, which is really NOT what they are, but it takes a while of playing with Twitter before you really start to see the value – took me about 3 months, then it really just took off… The big difference I see is that Facebook is for friends whereas Twitter is for connecting with anyone .
  • Some tutors are happy to become ‘friends’ with their students, whilst others want to keep that separate – I fall more into the second category!! There are ways to use Facebook without becoming ‘friends’ with your students, and they involve creating group pages or fan pages… Write4Children, ‘Death at Winchester’ and the Library are all groups that are using Facebook successfully! It’s a great way of contacting 1-to-many… and Blended Learning is experimenting with that...
  • If students post blogs, as they have in Journalism, and they are promoted well (and they have the side benefit of pointing more traffic back to the University of Winchester)… it’s good experience for the student – so much so that 4 of my students are blogging about ‘Dreams and Nightmares’ in history even thought validation requirements meant I couldn’t set it as an alternative to an essay this year… The student can then see whether their content is any good as they start to pick up followers, as to the kind of comments they may be left, whether they can start to collaborate with other institutions… although doesn’t seem to improve their spelling or punctuation!! Also helps them to understand that there are different writing styles!
  • I also use mine to publicise my work, a mix of academic conference papers/publications, interesting observations, and general chit-chat around the subject…. This has gained me coverage in the Daily Express, the New York Times, the Independent and on the BBC, and I am still being contacted by people… In January I had 11000 visitors, although it’s steadying out at around 8500 at the moment because I moved host, so I lost some of my Google links… they’ll build back up! Before too long I want to run some workshops for academics in how to boost your academic profile online, and then we can help the students make the best of what they’re doing with similar material – the students are nearly all using social media, but need guidance as to how to use it ‘usefully’, and a bit of encouragement to get going… I tend to blog about my student’s blogs, which gains them a bit of extra coverage…
  • Of course you’ve all heard of Wimba, because I’ve been making a lot of noise about it!! We’ve had a couple of sessions on Wimba Pronto and Wimba Voice, and we’re looking to find the time to present more of these internally… Wimba Classroom is coming up next week – still some space on Wednesday 31 st ! Where does this fit into University strategies, which students does it help? E.g. Dyslexics, international students, etc… This isn’t about setting up for distance learning, but to support, and provide options. In a couple of weeks I will be on a panel with Carolin Esser and James Clay (who was Learning Technologist of the Year last year) re: focusing upon the relationships, and looking for means to keep the learning process going, should the snowy weather continue to get worse, etc…
  • Blended learning for PhD Students

    1. 1. 'THE 21ST CENTURY LEARNER: BLENDED LEARNING TOOLS’ Dr Bex Lewis [email_address] 24 th May 2010
    2. 2.
    3. 3. A Digital Native: Jake’s Story <ul><li>“ Jake told the executive that he never goes directly to a brand like this man’s newspaper or even to blogs he likes. ... he reads a lot of news – far more than I did at his age. But he goes to that news only via the links from Digg, friends’ blogs, and Twitter. He travels all around the internet that is edited by his peers because he trusts them and knows they share his interests . The web of trust is built at eye-level, peer-to-peer.” (Jarvis, p.86, my emphasis ) </li></ul>
    4. 4.
    5. 5. Discuss <ul><li>Similarities </li></ul><ul><li>Differences </li></ul>
    6. 6. (20th March 2010) <ul><li>The current financial squeeze, which is set to continue for the next decade, will accelerate a transformation that has begun in many universities. </li></ul><ul><li>Already more than one in three students studies part-time and one in six is from overseas . </li></ul><ul><li>There will be more mature students , more studying part-time, more living in their own or their parents' homes , and many more studying online. </li></ul><ul><li>There will be more tailor-made vocational courses, operated in partnership with individual companies and employers. </li></ul><ul><li>There will be more &quot;pick-and-mix&quot; degrees , with students accumulating course credits at different universities, even across different countries, and with gaps for employment in between. </li></ul><ul><li>Students will increasingly become &quot;consumers&quot; as we reach the tipping-point where their contribution to the cost of the degree is greater than that made by the government. </li></ul><ul><li>Private providers will take over an increasing share of the university market. </li></ul><ul><li>The all-round university will increasingly lose out to more specialised institutions. </li></ul><ul><li>Finally, universities will become more global. </li></ul>
    7. 7. SOME REPORTS
    8. 8. <ul><li>Government Report by Sir David Melville, published March 2009 </li></ul><ul><ul><li>The impact on their experiences and expectations </li></ul></ul><ul><ul><li>Their use of social networking </li></ul></ul><ul><ul><li>Their adoption of new technologies </li></ul></ul><ul><ul><li>Developments at schools, colleges, campuses, including institutional developments. </li></ul></ul><ul><li>Read Summary: </li></ul>
    9. 9. Some Highlights: <ul><li>A 2007 Study and a 2008 Report found that most students had been exposed to “push” technologies (i.e. top-down), and especially valued face-to-face contact. </li></ul><ul><li>Late adopters are learning first, knowing that they have to be ‘equipped for the real world’. </li></ul><ul><li>There is evidence that students ARE using social networking for L&T, especially for enhancing group work. A key question is what is the nature of that space, and who controls that space. </li></ul><ul><li>There was a strong feeling that Facebook was a “private space”, that these shouldn’t be used formally, that students could set up their own Facebook groups if they desired, and that staff could only be invited in by the students. </li></ul>
    10. 10. Some Findings: <ul><li>Use of Web 2.0 is ubiquitous from the age of 12. </li></ul><ul><li>New technology is different, but is it better? </li></ul><ul><li>There’s been a patchy take-up from staff even when there is a strong drive from management (tools can take a long time to use properly, and VLEs don’t always help) </li></ul><ul><li>Students are not yet demanding change, but note not yet . </li></ul><ul><li>Critical/evaluative skills are a deficit area and likely to get worse (e.g. “The 10 Second Researcher”: Google/Wikipedia facilitate “shallow research”. ) It’s hugely important that we find ways to impact deep research. </li></ul><ul><li>New skills that technology can foster for future workplace demands. </li></ul><ul><li>Staff time and support issues are critical. </li></ul><ul><li>It’s not just familiarity with the technology, but where they fit strategically. </li></ul>
    11. 11. Informal Learning <ul><li>“ This book offers advice on how to support, nurture, and leverage informal learning and helps trainers to go beyond their typical classes and programs in order to widen and deepen heir reach. The author reminds us that we live in a new, radically different, constantly changing, and often distracting workplace. He guides us through the plethora of digital learning tools that workers are now accessing through their computers, PDAs, and cell phones.” </li></ul>Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance Jay Cross, 2006
    12. 12. 2020 and beyond, June 2007 <ul><li>To what extent are we prepared, as a society and as educators, for the massive changes in human capabilities that digital technologies are likely to enable in the next 13 years? </li></ul><ul><li>To what extent are our future visions for education based upon assumptions about humanity, society and technology that are no longer valid? </li></ul><ul><li>To what extent can we, as educators, help to shape the developments of technology in order to enhance human development? </li></ul><ul><li>“ the best way to predict the future is to build it” . (Douglas Adams) </li></ul>
    13. 13.
    14. 14. Which are you? <ul><li>Web Bear? </li></ul><ul><li>Web Elephant? </li></ul><ul><li>Web Fox? </li></ul><ul><li>Web Hedgehog? </li></ul><ul><li>Web Leopard? </li></ul><ul><li>Web Elk? </li></ul><ul><li>Web Octopus? </li></ul><ul><li>Web Ostrich? </li></ul><ul><li>Which do you think those you work with are? </li></ul>
    15. 15. Impacting the Student Experience
    16. 16. What is Blended Learning? <ul><li>“ The term is commonly associated with the introduction of online media into a course or programme, whilst at the same time recognising that there is merit in retaining face-to-face contact and other traditional approaches to supporting students. It is also used where asynchronous media such as email, forums, blogs or wikis are deployed in conjunction with synchronous technologies , commonly text chat or audio.” </li></ul><ul><li>Janet Macdonald Blended Learning and Online Tutoring: Planning Learning Support and Activity Design , 2008, p2 </li></ul>
    17. 17. Learning/Pedagogy
    18. 18. Student Expectations? <ul><li>Global (Used creating their own YouTube videos, and expecting a quick response – from anywhere in the world!) </li></ul><ul><li>Responsive (Used to rapid response/feedback, 3 week guarantee “too long”) </li></ul><ul><li>Flexible (Used to having more than one starting point) </li></ul><ul><li>Interactive (Looking for a relationship of trust, staff/student partnership: The teacher has a role of leader, but needs ‘distributed leadership’) </li></ul><ul><li>Often facile or trivial </li></ul>
    19. 19. Web 2.0: Characteristics <ul><li>User-centred design </li></ul><ul><li>Crowd-sourcing </li></ul><ul><li>Web as Platform </li></ul><ul><li>Collaboration </li></ul><ul><li>Power Decentralisation </li></ul><ul><li>Dynamic Content </li></ul><ul><li>Software as a Service/ Cloud Computing </li></ul><ul><li>Rich User Experience </li></ul>
    20. 20.
    21. 21. With the web you can...
    22. 23. The 21 st Century Learner
    23. 24. <ul><li>But how can we use it? </li></ul>Technology is just a tool?
    24. 25. Wireless Presenter with Laser Pointer
    25. 26.
    26. 27. , September 2009
    27. 28. What is Twitter? <ul><li>140 Characters (based on SMS) known as “Tweets” </li></ul><ul><ul><li>Displayed on author’s profile page </li></ul></ul><ul><ul><li>Read by subscribers (known as “Followers”) </li></ul></ul><ul><li>Different from Facebook </li></ul><ul><ul><li>More interest/thematic based </li></ul></ul><ul><ul><li>Not time/geographically dependent </li></ul></ul><ul><ul><li>Not as “personal” ‘I had toast’ does not cut it! </li></ul></ul><ul><li>Twitter is about relationship building, you can’t just “broadcast” announcements out, you need to engage with your followers. </li></ul><ul><li>Retweets (a mark of approval) </li></ul>
    28. 29. @stephenfry
    29. 30.
    30. 31. What do you want to do on Twitter? <ul><li>Build personal brand </li></ul><ul><li>Find friends with similar interests </li></ul><ul><li>Show your expertise </li></ul><ul><li>Drive traffic to your business/course </li></ul><ul><li>Find new readers for your blog </li></ul><ul><li>Share your passion </li></ul><ul><li>Communicate what you’re working on with colleagues </li></ul>Image:
    31. 32.
    32. 33. 1 2 3 4 5
    33. 34. TASKS <ul><li>Set up your Twitter account/user name </li></ul><ul><ul><li>Short is sweet! </li></ul></ul><ul><li>Set up your profile </li></ul><ul><ul><li>Full Name </li></ul></ul><ul><ul><li>Location </li></ul></ul><ul><ul><li>Link to personal or winchmfs website </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Bio: 160 characters, think ‘keywords’ </li></ul></ul><ul><ul><li>Photo (of your face!) </li></ul></ul><ul><ul><li>Can use e.g. to change the default background </li></ul></ul>Image:
    34. 35. FIRST TWEET <ul><li>Tweet </li></ul><ul><ul><li>Simply type (140 characters or less), then press ‘Tweet’ </li></ul></ul><ul><ul><ul><li>The shorter you keep it, the more options you give others to “RT” </li></ul></ul></ul><ul><ul><ul><li>Learn that ‘text language’ </li></ul></ul></ul><ul><ul><li>Congratulations, you’ve just sent your first tweet! </li></ul></ul>
    35. 36. Retweets: A Mark of Approval
    36. 37. TASK <ul><li>Find 20 people to follow </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Find an appropriate message and ‘RT’ it </li></ul>Image:
    37. 38. FOLLOW & BE FOLLOWED <ul><li>@drbexl </li></ul><ul><li>@winchmfs </li></ul><ul><li>@markshaw </li></ul><ul><li>@jamesclay </li></ul><ul><li>@nwjerseyliz </li></ul><ul><li>@lisaharris </li></ul><ul><li>@mattbuck_hack </li></ul><ul><li>Start Following </li></ul><ul><li>Finding people to follow </li></ul>
    38. 39.
    39. 40.!/group.php?gid=106375376072443&ref=ts
    40. 41.
    41. 42.
    42. 43. Synchronous Conferencing ; ;
    43. 44. Specific Academic Social Networking? <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Most are moving towards using software that others are using. </li></ul>
    44. 45. Slideshare
    45. 46. Blended Learning Pages on the Learning Network: