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Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
Twitter for Teaching & Learning
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Twitter for Teaching & Learning

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Presentation delivered 6/9/11 via Adobe Connect on how the use of Twitter in higher education can increase learner engagement and student success.

Presentation delivered 6/9/11 via Adobe Connect on how the use of Twitter in higher education can increase learner engagement and student success.

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  • Twitter is often described as a micro-blogging platform or as a type of social network – it is both and more. Post are limited to 140 characters. It is used for marketing, promotion, searching for information, asking questions, topical discussions, sharing links and media, or just lurking. Its not exactly real-time, but it is always on and can be used for instant messaging. Like attending a party where everyone is invited. You can choose whether to work the room, listen in or join conversations - or start up your own.
  • Twitter can be engaging – some have described it as habit-forming or addictive. The power of presence is what makes Twitter so compelling and this can be translated into engaging interactivity when applied to education.
  • In the Junco, Heibergert, and Loken article in the Aug 2010 Journal of Computer Assisted Learning, researchers found that students using Twitter had significantly higher Engagement scores as well as higher achievement scores. There are numerous studies that show increased student engagement translates to greater student success. That is not to say using Twitter in your class will automatically mean students are more engaged – the activities need to be well thought out and relevant to the course learning outcomes. Student also require orientation to the technology.
  • Some activities which may apply to a wide range of disciplines focus on class and group discussion, research, and sharing of resources.
  • Mark Sample, who writes for the profhacker blog for The Chronicle “adapted Rick (Reo’s) original matrix, re-imagining the vertical axis as a spectrum of conversation, ranging from monologic to dialogic, and redefining the horizontal axis as a measurement of student activity, ranging from passive to active. After some other changes based on my experience with Twitter, I ended up with this revised Twitter Adoption Matrix (larger image):”
  • Quantitative assessment would be similar to how we assess online discussion activities: Set minimum standards (e.g. 10 tweets per week, post at least 2 or 2 tweets per day, reply to all mentions, share resources, contribute to bibliography, etc. – mostly number and frequencyQualitative values:posts were timely, relevant, substantive, insightful, etc. These could be yes/no, or likert with values attached (strongly agree- 5, agree - 3, disagree -1, strongly disagree -0).
  • Poll attendees – how many already have a Twitter account? How do people use Twitter? News, follow people, follow topics, post, share/re-tweet, etc.
  • Send ON Username (without quotes or brackets) to the shortcode for your area.For example, to get @SchauerTime's updates using only a phone in the US, send ON Schauertime to 40404.
  • Blackboard course, edit mode on, course documents, build blank page, html paste, submit
  • Transcript

    • 1. Using Twitter in the Virtual Classroom
      Bill Knapp, Dean
      Learning Technologies
      Lakeland Community College
      CC-BY-NC-SA, by svartling
    • 2. What is Twitter?
      “Twitter is a real-time information network that connects you to the latest information about what you find interesting. Simply find the public streams you find most compelling and follow the conversations.”
      http://twitter.com/about
    • 3. Twitter for Teaching and Learning
      Case Study:
      The Twitter Experiment: UT Dallas
      http://youtu.be/6WPVWDkF7U8
      http://www.utdallas.edu/~mrankin/usweb/twitterconclusions.htm
      Research:
      Junco, R., Heiberger, G. and Loken, E. (2011), The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27: 119–132.
    • 4. Table 1. Engagement Score & GPA
    • 5. Learning Activities
      Asking/posting questions
      Identifying key points: lectures/readings
      Gathering feedback
      Following current topics in news/blogs
      Group/class discussion
      Following experts/personalities
      Sharing resources
      Muddiest point/meta-cognitive trails
    • 6. Adoption Assessment Tool
      http://chronicle.com/blogs/profhacker/a-framework-for-teaching-with-twitter/26223
    • 7. Assessing Twitter Activities
      Share a news article, webpage, re-tweet posts relevant to our discussion
      Frequency of messages (every day)
      Total number of messages ( e.g. 10 per week)
      Replying to others who “mentioned” you
      Mentioning others in tweets (having to do with something they tweeted)
      Asking pertinent questions for the class to respond to
      Evaluate / comment on resources: articles, tweets by experts
      Create #hashtags and/or lists for others to follow
    • 8. Getting Started
      https://twitter.com/
      Getting acquainted – what’s here?
      Setting up an account
      email address for each account
    • 9. Privacy Settings
      Email Address
      Phone Number
      Location
      Show Media
      Protect Tweets (Private Account)
      HTTPS - secure pages
      Blocking followers who spam
    • 10. Searching and Subscribing
      Searching Keywords
      Creating (or following) #Hashtags
      Following People
      Finding/Creating Lists
      Receiving Notifications
      Direct Messaging
      Mentioning @People
    • 11. Embedding Twitter feeds in Blackboard
      Resources
      Widgets
      My Website
      Lists (or search)
      Settings
      Test settings
      Finish and grab

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