TLF2012 Engaging microblogging in lectures and large classes

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Building an effective backchannel

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  • TLF2012 Engaging microblogging in lectures and large classes

    1. 1. Teaching and Learning Forum 2012 Engaging Microblogging in Lectures
    2. 2. Presenters: Kim Flintoff - [email_address] - @kimbowa Peter Mellow – [email_address] - @kiwirip eLearning Advisors - [email_address] - @celcurtin
    3. 3. Engaging your students in lectures
    4. 4. Image source: http://www.flickr.com/photos/23898723@N00/4116049493 <ul><li>Helps audience focus </li></ul><ul><li>Audience gets more content </li></ul><ul><li>Questions get answered </li></ul><ul><li>Participation increases </li></ul><ul><li>Innovation arises </li></ul><ul><li>Physical location is extended </li></ul><ul><li>Connections build </li></ul><ul><li>http://pistachioconsulting.com/twitter-presentations/ </li></ul>
    5. 5. Image Source: http://www.flickr.com/photos/89165847@N00/6399151585 <ul><li>Concerns arise with using Twitter (and similar tools) as you can inadvertently invite the entire world into your discussion; </li></ul><ul><li>Students routinely text and message each other about lectures during lectures, sadly this is often limited to a critique of the lecturer; </li></ul><ul><li>We need to engage students more productively in the lecture process and to tap into how well the lecture is addressing student’s learning needs; </li></ul><ul><li>Anonymity can assist engagement – watch a drama student with mask transform; </li></ul><ul><li>Accountability is still desirable </li></ul>
    6. 6. <ul><li>allows lecturers to post questions and discussion points during a lecture;   </li></ul><ul><li>gives students an active voice and opportunities to contribute to the lecture by posting questions, comments and insights;   </li></ul><ul><li>can be used to assess the level of interest in particular posts, and to poll the group on key understandings, and identify points for further discussion. </li></ul><ul><li>generates some artifact that can be used for analytics and ongoing refinement; </li></ul><ul><li>is simple to use for teacher and student; </li></ul><ul><li>is dynamic and flexible – real-time; </li></ul><ul><li>platform independent. </li></ul>What features in a viable solution?
    7. 7. <ul><li>All these are used in other contexts; the educational purpose is similar across all of them but the degree of engagement varies tremendously. Costs vary as do the requirements for hardware, access and management. </li></ul><ul><li>Twitter (Web/App/Email) http://www.twitter.com </li></ul><ul><li>Facebook (Web/App) http://www.facebook.com </li></ul><ul><li>Votapedia (SMS/Web Interface) http://www.urvoting.com </li></ul><ul><li>ResponseWare (Web/App)* http://www.turningtechnologies.com/studentresponsesystems/mobiledistancelearning/higheredresponseware/ </li></ul><ul><li>Keepad Interactive (Specialised Device)* http://www.keepad.com/ </li></ul><ul><li>TopHat Monocle (Web/App) http ://www.tophatmonocle.com / </li></ul>* Turning Technologies products Other options
    8. 9. Go to http://hotseat.curtin.edu.au login and then update your profile Home
    9. 10. External Logins are possible https://hotseat.curtin.edu.au/login/openlogin.aspx
    10. 11. Go to http://hotseat.curtin.edu.au Roadshow Question 1 #TLFHotseatQ1 What are the limitations of lectures with regards to student engagement? 140 characters or less (You can post from Twitter by including the #hashtag above – or use the Facebook app)
    11. 12. HOTSEAT Promotional Videohttp://www.youtube.com/watch?v=Wz6TUhcGf6s
    12. 13. Go to http://hotseat.curtin.edu.au Roadshow Question 2 #TLFHotseatQ2 Having seen this brief overview of the microblogging approach - what benefits can you identify for your lectures? After answering in 140 characters or less – vote on answers that are most relevant to you.
    13. 14. HOTSEAT Student Videohttp://www.youtube.com/watch?v=x8UR4xrjWME
    14. 15. Go to http://hotseat.curtin.edu.au Roadshow Question 3 #TLFHotseatQ3 What are your thoughts about these student perceptions of how the tool impacts on their learning?
    15. 16. <ul><li>Engages students in blended learning </li></ul><ul><li>Can assist in bridging cohorts face-to-face and remote </li></ul><ul><li>Generates accessible artefacts </li></ul><ul><li>Anonymity can be toggled (provides a measure of accountability for the comments made) </li></ul><ul><li>Provides metrics on usage (usage data can be used to identify “at risk” students” - tracking student understanding - etc) </li></ul><ul><li>Special equipment not required and online environments are already known (student devices can handle it - no need to manage clickers - batteries, stock-taking, etc) </li></ul><ul><li>Helps overcome social inhibitions (will the mature age student in the front row please put your f***ing hand down and will the people in the back row please speak up) </li></ul>Key benefits
    16. 19. <ul><li>Reports – can run these: </li></ul><ul><ul><li>Topic Usage </li></ul></ul><ul><ul><li>Space Reports </li></ul></ul><ul><ul><li>User Statistics </li></ul></ul><ul><li>Promote Featured Posts </li></ul><ul><li>Email – can send an email to author of any post </li></ul><ul><li>Favourites – allows you to save your favourite posts </li></ul><ul><li>My Thoughts allows you to access all of your own posts </li></ul>Other features
    17. 20. &quot;Unlike a regular Twitter account, the Hotseat discussions are restricted to just students enrolled in the class and the instructors leading the course. Students may post anonymously - 53 percent of the students in the pilot study chose this option - but who is actually posting is known to the instructor. &quot; http://www.purdue.edu/newsroom/research/2010/101013BowenEducause.html
    18. 21. &quot;The research found that in two of the three classes the students sending messages the most were those receiving As, the students sending the second-most number of messages received Bs and so on, with students receiving the lowest grades sending the fewest messages. In the other course examined, students who received Bs sent the most messages.&quot; http://www.purdue.edu/newsroom/research/2010/101013BowenEducause.html
    19. 22. The research results were presented at the Educause conference in Anaheim, Calif., and published in the latest edition of Educause Quarterly , and can be read online at: http://www.educause.edu/EDUCAUSE+Quart erly /HotseatOpeningtheBackchannelin/213668
    20. 23. Go to http://hotseat.curtin.edu.au Roadshow Question 4 #TLFHotseatQ4 What matters were not adequately covered in today’s presentation?
    21. 24. Curtin Hotseat

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