Sociotechnical                                                                           Mediation                        ...
Institutional Framework                                                                                                   ...
What are the new challenges for training?                                                                                 ...
Why Twitter?                                                                                                              ...
A keystone Digital Ecosystem                                                                                              ...
Participant observation                                                                                                   ...
First results                                                                                                             ...
Network analysis                                                                                                          ...
9Twi$er	  &	  Microblogging:	  Poli2cal,	  Professional	  &	  Personal	  Prac2ces	  -­‐	  Lancaster	  University,	  Lancas...
Thank you                                                                                   for your attention!           ...
Main referencesBANDURA A. (1977). Social Learning Theory. Englewood Cliffs, N.J. : Prentice Hall.BRUNS A. (2008). Blogs, W...
Twi$er	  &	  Microblogging:	  Poli2cal,	  Professional	  &	  Personal	  Prac2ces	  -­‐	  Lancaster	  University,	  Lancast...
Twi$er	  &	  Microblogging:	  Poli2cal,	  Professional	  &	  Personal	  Prac2ces	  -­‐	  Lancaster	  University,	  Lancast...
Twi$er	  &	  Microblogging:	  Poli2cal,	  Professional	  &	  Personal	  Prac2ces	  -­‐	  Lancaster	  University,	  Lancast...
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Twitter & Microblogging : Political, Professional & personal practices_LUtwit2013

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Twitter & Microblogging : Political, Professional & personal practices_LUtwit2013

  1. 1. Sociotechnical Mediation in Learning Xavier INGHILTERRA Communities: I3m Laboratory Université du Sud Toulon VAR Twitter Practices in Distance LearningTwi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  2. 2. Institutional Framework 2• Ph.D thesis (Information & Communication Sciences)• CIFRE Agreement (ANRT)• Directed by I3m (E. BOUTIN, USTV, University Professor) Theoretical Scope • Industrial Training Empirical Research • Community dynamics of SN • Playful immersion (the «Flow») Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  3. 3. What are the new challenges for training? 3 • Too frequent dropouts • Amphitheatres increasingly empty • Taking an active part in training How to regain student interest?What findings could be drawn?• Social networks invest in the academic environment• Contribution of playing-based issues in pedagogy How to exploit this dynamic and encourage more active participation of learners? Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  4. 4. Why Twitter? 4• Microblogging lends itself to this paradigm shift• A device adapted to the current generation of praxis Connecting the individual to the collective whole Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  5. 5. A keystone Digital Ecosystem 5 LMS Blog Twitter+DiigoVimeoPaperLiScoop.ItNetvibesSlideShare… Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  6. 6. Participant observation 6• Population: 276 Bachelor students in distance Learning• Samples divided in 3 groups (Witness, G1, G2)• Average age: 28 years• Low level mastery of digital technologies• 57% are in employment• 97% have never used a Microblogging device beforePedagogical purposes• Extend beyond academic time dynamics introduced in synchronous• Create a participatory environment where learners have fun being in a friendly community• Articulation with the student blog in order to elicit feedbacks• Import knowledge acquired outside training time Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  7. 7. First results 7 • Participation rate: 20,2% (in context of optional course) • Information sharing introduced a new collaborative arrangement for online communities • The tool provided an ideal environment of intermediatization • Twitter allowed a new dialogical style attracted the attention of students and successfully promoted feedbacks • Without their knowledge, students developed skills in interacting with peer to peer and tutor, outside the institutional conventionsLimits • Extend the sample population to make it more representative • Limit control extraneous variables (Facebook privacy)Promising fields • Identify actors of emulation in a learning community in order to act on mediated targeted manner Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  8. 8. Network analysis 8Monitoring the flow of interactions to highlight the influential actors Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  9. 9. 9Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  10. 10. Thank you for your attention! xavier.inghilterra@gmail.com I3m, USTVTwi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  11. 11. Main referencesBANDURA A. (1977). Social Learning Theory. Englewood Cliffs, N.J. : Prentice Hall.BRUNS A. (2008). Blogs, Wikipedia, Second life, & Beyond : from production to produsage, New York: P Lang. .CSIKSZENMIHALYI M. (1991). Flow : the psychology of optimal experience, New York: Harper Perennial.DUNLAP J. C. & LOWENTHAL P. R. (2009). Tweeting the night away: Using Twitter to enhance socialpresence. Journal of Information Systems Education, 20(2), 129-136.EBNER M., LIENHARDT C., ROHS M. & MEYER I., Microblogs in Higher Education: A chance to facilitateinformal and process-oriented learning?, Computers & Education, Volume 55, Issue 1, August 2010, pp. 92.ERTZSCHEID O., GALLEZOT G. & BOUTIN E., (2007). Perspectives documentaires sur les moteurs derecherche  : entre sérendipité et logiques marchandes. http://goo.gl/L0wUHGROSSECK G. & HOLOTESCU C. (2008). Can we use Twitter for educational activities?, 4th internationalscientific conference elearning & software for education, Bucharest: University of Bucharest.INGHILTERRA X. & RAVATUA-SMITH W. S., Online Learning Communities:  Use of Microblogging forKnowledge Construction. In E-learning 2.0 Technologies and Web Applications in Higher Education, IGIGlobal (à paraître).JUNCO R., HEIBERGERT G. & LOKEN E., The effect of Twitter on college student engagement andgrades, Journal of Computer Assisted Learning, vol. 27, 2011, pp. 119-132.JUNCO R., ELAVSKY M. & HEIBERGERT G., Putting Twitter to the test: Assessing outcomes for studentcollaboration, engagement and success, British Journal of Educational Technology, vol. 44, issue 2, 2013.KITCHEN S., FINCH S., & SINCLAIR R. (2008). Harnessing Technology schools survey http://goo.gl/SFa8cPARRY, D. (2008a, January). Twitter for Academia. Retrieved from http://goo.gl/FSe3SKIESLINGER B., EBNER M., & WIESENHOFER H. (2011). Microblogging Practices of Scientists in E-Learning: A Qualitative Approach. iJET vol.6(4), pp. 31-39.KUO Y.-C., WALKER A., BELLAND B. & SCHRODER E., A predictive study of student satisfaction in onlineeducation programs, in The International Review of Research in Open & Distance Learning, vol. 14, 2013. Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  12. 12. Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  13. 13. Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
  14. 14. Twi$er  &  Microblogging:  Poli2cal,  Professional  &  Personal  Prac2ces  -­‐  Lancaster  University,  Lancaster,  10  -­‐  12  April  2013
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