Tagged to make their posts more findable, but also to describe the subject or subtext of the tweet.
Included a text-heavy slide for your mobiles
30% of 18-24 years olds use Twitter
RE: Control “Anonymous postings might open the door to disruptive, frivolous, or rude comments, and cautious participants might be driven from the discussion by grandstanders or bullies, particularly where backchannel conversations are controlled by audience members and limited to a few invited participants.” (Educause 2010)
Like “ask the audience” question on Who Wants to be a Millionaire
Teaching with Mobiles
Teaching with Mobile Devices Judith Logan Reference Librarian, Robarts Library Co-Chair Library Mobile Working Group
Twitter adoption matrix In-class Outside of class In-class directed backchannel discussion discussionUses • Ad hoc class • Extend class • Guided questions discussions discussion with student • Real time • Communicate RE: responses commenting readings or collected for later • Recording assignments analysis divergent viewpointsBenefits • Engages less vocal • Community • Engages all students building students in • Archives • Continuity b/w discussions in ephemera class sessions large lecture classes (Reo & Sample)
You will need1. Widespread Twitter use2. Means of visualization • Tweetflow • revisit • Tweetwall Pro $$ • Visible Tweets • Twitter’s search
Would you consider using abackchannel in your class? Why or why not? • Tweet your answer • Hashtag #THE500 Visualiz e
What do faculty think?―I was super-nervous because to me,teaching means a lot of talking—giving alecture or giving a discussion […]I was worried that it would get out of controland either be very much off-topic or nobodywould have anything to say.‖(Azevedo)
What do students think?• "Im not that outspoken in class, so I would never ask a question out loud to the professor.‖ (Young)• ―I am completely overwhelmed by this concept‖ (Azevedo)
Beware Twecklingdanah boyd at Web 2.0 Expo http://youtu.be/tw6eh2-nxaA
Clickers 2.0 Universidad de Navarra on Flicker
Uses(1)eliciting student feedback,(2)identifying students preconceptions and assumptions about course material,(3)facilitating opportunities for small- and large-group discussions,(4)improving social cohesion in the learning community, and(5)gathering anonymous data from students to support conceptual application (Hoekstra & Mollborn)
Activity• Get into groups of four or five.• One group member is the ―designated Tweeter‖ – Capture the group’s discussions with tweets throughout the activity. – #THE500 hashtag• Evaluate your assigned CRS.• Set up a two or three question poll.• Try to take the poll yourselves, too.• We will take it up as a class.
Classroom Response Systems• Poll Everywhere• Socrative Teacher• Google Moderator• Class Pager• Top Hat Monocle• eClicker
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