1. #title 26 Ways of UsingTwitter for Teaching &Learning: Using 3Frameworks & In 52 tweets.With apologies to WallaceSteven...
2. W. Stevens wrote a poem"13 Ways of Looking at aBlackbird." 26 Ways of UsingTwitter doubles down on WS.In 52 tweets = WS...
3. 52 tweets at 140characters per tweet = 7,280characters. By my reckoning,thats over 1,000 words--quitea short lecture! #...
4. True confession: I oncehad a p/t job writing moviereviews in the form of SMSmessages. Sometimes I wrotethem as haikus. ...
5. #problem Two professorscome to you. One teaches a litcourse, one socsci. They wantto use twitter. What do you tellthem?...
6. #assumptions Twittercant "make" anyone learn.Nor can any tool. Using it?Trivial. #zerosupport Using itWELL? *Much* hard...
7. Heres how NOT to applytechnology to teaching:discover the perfect theory oflearning, then "just" apply it.#yeahright #5...
8. You dont have infinitetime. There are too manycompeting theories. Standardsof proof vary. "Application" isnon-trivial. ...
9. #obstacle Intellectualsbelieve almost religiously inabstraction. And they aremostly unaware of this fact.#52tweets     ...
10. Instead of abstract vs.concrete, practical arts areoften inductive: they make aninstance from a type.#objectoriented #...
11. Using learningtechnology is less aboutapplying theory to practice &more about cloning learningtools that already work....
12. 3 frameworks forcloning learning tools:#framework1 who reads? whowrites? #framework2 maintool functions #framework3#Ga...
13. #framework1 Whowrites & who reads?Instructors, pupils, both?Stuart Hall called this#encoding & #decoding.#culturalstud...
14. #framework1 Theinstructor writes & studentsread. Prototypical instance:the lecture. #prototype#52tweets               ...
15. We know a lecture canbe tweeted: Im doing it now.#reflexive #meta #QED#52tweets                           Edward R. O’...
16. #application Theinstructor tweets the #lecture--which students must thenassemble. #lit #socsci#52tweets               ...
17. #framework1Instructors & students alikeall read the same thing. Theprototypical instance is: thetextbook. #prototype#5...
18. Students tweet quotesfrom the #textbook to maphighlights. #lit Studentsanalyze twitter topics &trends as behavior. #so...
19. #framework1 Studentswrite & instructors read. Theprototypical instance is:homework. #prototype#52tweets               ...
20. #application Theinstructor tweets questionswhich the students reply to infurther tweets. #homework#lit #socsci #convo ...
21. #framework1 Studentsread & write. This used to becalled "cheating" or "passingnotes." Now its called#collaboration. #5...
22. #application Studentstweet backchannel discussionin class; the instructorpointedly ignores this.#passingnotes #lit #so...
23. Students & instructorsalike discuss, inside & outsidethe classroom. The#socialclassroom has no walls.#lit #socsci #52t...
24. #framework2 Gagnedetailed nine moments in theteaching-learning process.#referencebyincorporation#52tweets             ...
25. #gagne01 Gainattention. Student interest:"Why does this matter? Whatare the consequences of NOTknowing this?" #52tweet...
26. #gagne02 Focus on thelearning goal. Studentinterest: "What will I learn todo & how will achievement bemeasured?" #52tw...
27. #gagne03 Recall priorknowledge. Student interest:"What do I already know? Tellme how I am halfway there."#motivation #...
28. #gagne04 Demonstrate& model learning. Student:"What does this look like?"Teacher: "Heres what youlldo..." #52tweets   ...
29. #gagne05 Provideguidance on the learningprocess. "What will help me tolearn this?"/"Here are somepro tips." #52tweets ...
30. #gagne06 Provideopportunities for practice."Can I try this myself?"/"Heckyes--try it yourself." #handson#52tweets     ...
31. #gagne07 Give usablefeedback. "How am Idoing?"/"Heres where you canimprove." #actionable#minimal#minimalistparadigm#52...
32. #gagne08 Assessperformance. "How did Ido?"/"Heres what you didwell...and not so well."#bigpicture #positivesfirst#52tw...
33. #gagne09 Enhancelearning transfer. "What can Ido now that I could not dobefore?"/"Heres where youcan go next." #52twee...
34. #gagne01 #gagne03 Theinstructor tweets a questionbefore class. Students replywith their own relevantknowledge. #52twee...
35. #gagne02 #gagne04#gagne01 The instructortweets links to real examplesof the kind of work studentswill do--maybe a rubr...
36. #gagne05 Studentstweet each other while theylearn--to alert each otherabout obstacles & roadblocks.#p2p #52tweets     ...
37. #gagne06 For smallthings, students can #practiceon twitter. #thesisstatementsOr link to online work-in-progress. #52tw...
38. #gagne07 Instructorscan tweet general #feedback--useful to more than onestudent. "Are you using thesemi-colon right?" ...
39. #gagne08 Dont tweetstudent grades--or commentsthat imply grades! Butinstructors can tweet aboutgeneral performance.#52...
40. #gagne09 Studentstweet after each lesson onthemes like "how I can applywhat I learned" or "where I seethis in the worl...
41. #framework3 Learningtechnology performs knownfunctions: #communicative,#exemplary, #evidentiary,#documentary, #aesthet...
42. #framework3#communicative Technologyamplifies messages: the p.a.system, the blackboard, theoverhead are #prototypes.#5...
43. Teachers & studentstweet with course & topichashtags to announce &discuss outside class.#communicative #socsci #lit#52...
44. #framework3#exemplary Technology canmodel a set of relationships:the map on the wall, a modelskeleton are #prototypes....
45. #application For acourse on social relationships,Twitter itself could modelsocial relationships.#exemplary #socsci#52t...
46. #framework3#evidentiary Technology canprovide a data set to analyze:data sets, microscope slidesare #prototypes. #52tw...
47. #evidentiary Twitter isthe data set. Studentsresearch social issues usingTwitter as a body of evidence.#socsci #52twee...
48. #framework3#documentary Technologycan record & document thelearning process: recordingsof lectures. #prototypes#52twee...
49. #framework3 #aestheticTechnology can condensemultiple layers of meaning: apainting, novel or film are#prototypes. #52t...
50. #aesthetic Twitter is anaesthetic platform. Its thelogical place for the Future ofthe Epistolary Novel. #lit#52tweets ...
51. #concluding#learningtransferStanislavski invented amethod for actors: an end to"inspiration." Teachers needthe same. #...
52. #concluding Theblackboard & the lecture arealready "learningtechnologies." Cloning theseobjects is a "method" for#edte...
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26 ways of looking at Twitter: Three frameworks for integrating technology in education

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by Edward O'Neill

Where does instructional technology fit in the teaching-learning process? This is our enduring question. This presentation offers three complementary ways we can answer this question.

Who is reading, and who is writing? In what networks do these messages circulate?
What does the technology do and enable? Is it supporting close textual analysis, the presentation of examples or simply capturing elements of the classroom experience?
Which moments in the teaching-learning process do the technology support? E.g. does the technology arouse interest, give learners feedback, etc.?



Rather than expound abstractly on this framework, this presentation consists of 26 ways of using Twitter for teaching and learning. Inspired by Wallance Stevens' poem "13 Ways of Looking at a Blackbird", I will shift from a bird to a tweet, and I will double down on Stevens' poem by going from 13 to 26. For Twitter-haters, Twitter merely serves as a stand-in for any technology that can support learning.

Published in: Education, Technology
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26 ways of looking at Twitter: Three frameworks for integrating technology in education

  1. 1. 1. #title 26 Ways of UsingTwitter for Teaching &Learning: Using 3Frameworks & In 52 tweets.With apologies to WallaceStevens. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  2. 2. 2. W. Stevens wrote a poem"13 Ways of Looking at aBlackbird." 26 Ways of UsingTwitter doubles down on WS.In 52 tweets = WSx4#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  3. 3. 3. 52 tweets at 140characters per tweet = 7,280characters. By my reckoning,thats over 1,000 words--quitea short lecture! #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  4. 4. 4. True confession: I oncehad a p/t job writing moviereviews in the form of SMSmessages. Sometimes I wrotethem as haikus. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  5. 5. 5. #problem Two professorscome to you. One teaches a litcourse, one socsci. They wantto use twitter. What do you tellthem? #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  6. 6. 6. #assumptions Twittercant "make" anyone learn.Nor can any tool. Using it?Trivial. #zerosupport Using itWELL? *Much* harder.#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  7. 7. 7. Heres how NOT to applytechnology to teaching:discover the perfect theory oflearning, then "just" apply it.#yeahright #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  8. 8. 8. You dont have infinitetime. There are too manycompeting theories. Standardsof proof vary. "Application" isnon-trivial. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  9. 9. 9. #obstacle Intellectualsbelieve almost religiously inabstraction. And they aremostly unaware of this fact.#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  10. 10. 10. Instead of abstract vs.concrete, practical arts areoften inductive: they make aninstance from a type.#objectoriented #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  11. 11. 11. Using learningtechnology is less aboutapplying theory to practice &more about cloning learningtools that already work.#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  12. 12. 12. 3 frameworks forcloning learning tools:#framework1 who reads? whowrites? #framework2 maintool functions #framework3#Gagne #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  13. 13. 13. #framework1 Whowrites & who reads?Instructors, pupils, both?Stuart Hall called this#encoding & #decoding.#culturalstudies #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  14. 14. 14. #framework1 Theinstructor writes & studentsread. Prototypical instance:the lecture. #prototype#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  15. 15. 15. We know a lecture canbe tweeted: Im doing it now.#reflexive #meta #QED#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  16. 16. 16. #application Theinstructor tweets the #lecture--which students must thenassemble. #lit #socsci#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  17. 17. 17. #framework1Instructors & students alikeall read the same thing. Theprototypical instance is: thetextbook. #prototype#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  18. 18. 18. Students tweet quotesfrom the #textbook to maphighlights. #lit Studentsanalyze twitter topics &trends as behavior. #socsci#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  19. 19. 19. #framework1 Studentswrite & instructors read. Theprototypical instance is:homework. #prototype#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  20. 20. 20. #application Theinstructor tweets questionswhich the students reply to infurther tweets. #homework#lit #socsci #convo #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  21. 21. 21. #framework1 Studentsread & write. This used to becalled "cheating" or "passingnotes." Now its called#collaboration. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  22. 22. 22. #application Studentstweet backchannel discussionin class; the instructorpointedly ignores this.#passingnotes #lit #socsci#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  23. 23. 23. Students & instructorsalike discuss, inside & outsidethe classroom. The#socialclassroom has no walls.#lit #socsci #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  24. 24. 24. #framework2 Gagnedetailed nine moments in theteaching-learning process.#referencebyincorporation#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  25. 25. 25. #gagne01 Gainattention. Student interest:"Why does this matter? Whatare the consequences of NOTknowing this?" #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  26. 26. 26. #gagne02 Focus on thelearning goal. Studentinterest: "What will I learn todo & how will achievement bemeasured?" #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  27. 27. 27. #gagne03 Recall priorknowledge. Student interest:"What do I already know? Tellme how I am halfway there."#motivation #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  28. 28. 28. #gagne04 Demonstrate& model learning. Student:"What does this look like?"Teacher: "Heres what youlldo..." #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  29. 29. 29. #gagne05 Provideguidance on the learningprocess. "What will help me tolearn this?"/"Here are somepro tips." #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  30. 30. 30. #gagne06 Provideopportunities for practice."Can I try this myself?"/"Heckyes--try it yourself." #handson#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  31. 31. 31. #gagne07 Give usablefeedback. "How am Idoing?"/"Heres where you canimprove." #actionable#minimal#minimalistparadigm#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  32. 32. 32. #gagne08 Assessperformance. "How did Ido?"/"Heres what you didwell...and not so well."#bigpicture #positivesfirst#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  33. 33. 33. #gagne09 Enhancelearning transfer. "What can Ido now that I could not dobefore?"/"Heres where youcan go next." #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  34. 34. 34. #gagne01 #gagne03 Theinstructor tweets a questionbefore class. Students replywith their own relevantknowledge. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  35. 35. 35. #gagne02 #gagne04#gagne01 The instructortweets links to real examplesof the kind of work studentswill do--maybe a rubric, too.#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  36. 36. 36. #gagne05 Studentstweet each other while theylearn--to alert each otherabout obstacles & roadblocks.#p2p #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  37. 37. 37. #gagne06 For smallthings, students can #practiceon twitter. #thesisstatementsOr link to online work-in-progress. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  38. 38. 38. #gagne07 Instructorscan tweet general #feedback--useful to more than onestudent. "Are you using thesemi-colon right?" #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  39. 39. 39. #gagne08 Dont tweetstudent grades--or commentsthat imply grades! Butinstructors can tweet aboutgeneral performance.#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  40. 40. 40. #gagne09 Studentstweet after each lesson onthemes like "how I can applywhat I learned" or "where I seethis in the world." #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  41. 41. 41. #framework3 Learningtechnology performs knownfunctions: #communicative,#exemplary, #evidentiary,#documentary, #aesthetic.#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  42. 42. 42. #framework3#communicative Technologyamplifies messages: the p.a.system, the blackboard, theoverhead are #prototypes.#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  43. 43. 43. Teachers & studentstweet with course & topichashtags to announce &discuss outside class.#communicative #socsci #lit#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  44. 44. 44. #framework3#exemplary Technology canmodel a set of relationships:the map on the wall, a modelskeleton are #prototypes.#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  45. 45. 45. #application For acourse on social relationships,Twitter itself could modelsocial relationships.#exemplary #socsci#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  46. 46. 46. #framework3#evidentiary Technology canprovide a data set to analyze:data sets, microscope slidesare #prototypes. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  47. 47. 47. #evidentiary Twitter isthe data set. Studentsresearch social issues usingTwitter as a body of evidence.#socsci #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  48. 48. 48. #framework3#documentary Technologycan record & document thelearning process: recordingsof lectures. #prototypes#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  49. 49. 49. #framework3 #aestheticTechnology can condensemultiple layers of meaning: apainting, novel or film are#prototypes. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  50. 50. 50. #aesthetic Twitter is anaesthetic platform. Its thelogical place for the Future ofthe Epistolary Novel. #lit#52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  51. 51. 51. #concluding#learningtransferStanislavski invented amethod for actors: an end to"inspiration." Teachers needthe same. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012
  52. 52. 52. #concluding Theblackboard & the lecture arealready "learningtechnologies." Cloning theseobjects is a "method" for#edtech. #52tweets Edward R. O’Neill, Ph.D. January 4, 2012

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