This document discusses how Twitter can be used effectively in the classroom to promote student learning and engagement. It describes a sports marketing law class where the professor assigned students to use Twitter to take notes, ask questions, and post weekly summaries of course content. A survey found that using Twitter increased students' involvement with course material and knowledge of content. Student grades also improved after Twitter was incorporated into the class. The document concludes by discussing additional Twitter assignments used in the class and their impact on promoting student learning objectives.

1. Tweeting and Learning
= Twearning the Day
Away!
Ida M. Jones
Tweet:
#CSUFTIP13

2. What is Twitter and Who Uses it?
What is Twitter?
• Microblog with postings of
140 characters or less
• Hashtag (e.g. #CSUF-
TIP13)to organize and
search
• Can include links to videos,
images & websites
To listen to the webinar that is the source of this
information,
Tweet: go to:
#CSUFTIP13 http://www.mybschoolcommunity.com/community-
events/webinar-teaching-twitter/

3. Abstract & Objective
• According to Chickering and Gamson’s Seven Principles
for Good Practices in Higher Education, three of the
effective practices that promote student learning in
undergraduate education.
– Student engagement,
– feedback and
– time on task
• Faculty can use Twitter effectively in class as a tool to
accomplish the 3 noted practices.
Objective:
• Promoting deeper learning through effective use of
Twitter.
Description of Seven Principles: http://www.tltgroup.org/programs/seven.html
Tweet:
#CSUFTIP13

4. Tweet:
#CSUFTIP13

5. Tweeting and Twearning Class
• Sports Marketing Law class
• Required for Sports Marketing majors
• 18 students
• Most hadn’t used much technology in
their marketing classes previously
• Survey: 50% created a Twitter
account for the first time in this class
Tweet:
#CSUFTIP13

6. Twitter Assignment-Part 1
• Take notes and ask questions
during class
• My Goal: More involvement with and
knowledge of course content
C & G-more
time on task
and hopefully
more
feedback!
Tweet:
#CSUFTIP13

7. Twitter Assignment-Part 2--Group
Summary
• Weekly summary; 5
minute presentation
– Immediate feedback
– Reinforcement of
learning
• Post for other
students to use
Tweet:
#CSUFTIP13

8. Tweet:
#CSUFTIP13

9. How do you assess accomplishment of objectives?
ASSESSMENT
Tweet:
#CSUFTIP13

10. Student Perceptions of Twitter
Use
• Contribute to Knowledge
of Content?
– Pre: 56% Agreed/Strongly
Agreed
– Post 64% Agreed/Strongly
Agreed
• Would Make No
Difference
– Pre: 25%
– Post:17%
• Would Not Contribute
– Pre: 19% Agreed/Strongly
Agreed
– Post: 17% Disagreed it
would make a difference
Tweet:
#CSUFTIP13

11. Course Grades: Spring 2011/Spring
2012
Tweet:
#CSUFTIP13

12. Twitter Assignment-Part 3—Follow a
Professional Athlete; Develop a
Social Media Policy
• Evaluate Twitter use and legal
implications by 3 sports figures and
develop a proposed policy
– Favorite sport
– Identify 3 professional athletes who have
twitter accounts
– End of proposed policy on athletes’ use of
social media
Tweet:
#CSUFTIP13

13. Expectations
• Identify legal implications of using
social media
– Role of sports governing bodies
– Contracts
– Torts
– Labor law/collective bargaining
• Develop, read and analyze policies
Tweet:
#CSUFTIP13

14. How do you assess accomplishment of objectives?
ASSESSMENT
Tweet:
#CSUFTIP13

15. Impact
• Evaluation of policies submitted
• Student comments
– High level of involvement (100% agreed
or strongly agreed)
– High level of satisfaction (72% agree or
strongly agreed/27% neither agreed nor
disagreed)
• Good start on policies
Tweet:
#CSUFTIP13

16. Questions and Comments
Images: license from dreamstime.com &
classroomclipart.com
PowerPoint template (free)
Tweet: http://www.smiletemplates.com/last-
#CSUFTIP13 added/powerpoint-templates/0.html