Assessment in microblogging enhanced courses


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Assessment in microblogging enhanced courses

  1. 1. Assessment in microblogging enhanced courses Carmen Holotescu Mirella Mioc Gabriela Grosseck University Politehnica/ Timsoft University Politehnica West University Timisoara, Romania 11th WSEAS International Conference onDNCOCO12 Data Networks, Communications, Computers Malta - Sept, 7-9, 2012
  2. 2. Social Media and Microblogging as new trends in education Overview of the projects for Social Media assessment – an educational microblogging platform Set of microblogging metrics Conclusionsimage from
  3. 3. The activity, participation and interaction of students on different social media platforms during courses cannot be assessed or marked by using traditional assessment strategies. Also most university dont offer assessment procedures guidance related to identification, ownership, safety, privacy and recording- keeping of such Web 2.0SOCIAL LEARNING work produced for assessment.becomes formal
  4. 4. Web2.0 / social networks have great impactin collaborative / social learning ( eLearning2.0 )RSS/blogs-2004, podcast–2005, vlog–2006, video–2007microblogging-2008-2012, augmented realitylocation based applications - 2010-2012
  5. 5. Challenging factors for assuring quality assessment strategies and practices- the content can becollaboratively created not onlywith peers enrolled in the samecourse, but also with externallearners and contributors, and canbe distributed on differentplatforms too;- each student work has to beidentified, also safety, privacy andrecording-keeping have to beassured;- issues of copyright andownership have to be taken intoaccount;- peer and collaborative Enhancing teaching & learning using Social Media - fromassessment have to be integrated. Handbook of Emerging Technologies in Education George Siemens, Peter Tittenberg
  6. 6. Overview of the projects for Social Media assessment 1. Gray, K., Thompson, C., Sheard, J., Clerehan, R., Hamilton, M.., Students as Web 2.0 authors: Implications for assessment design and conduct. Australasian Journal of Educational Technology. 26, 2010. 2. Gray, K., Waycott, J., Clerehan, R., Hamilton, M., Richardson, M., Sheard, J., Thompson, C., Web 2.0 authoring tools in HE learning and teaching: New directions for assessment and academic integrity, 2010. 3. Tinoca L., Assessment 2.0, 2011. Presentation at JESS3 Labs The Geosocial Universe 2.0 Comparison between the total amount of registered users oca/assessment-20-10291238.with the percentage of people accessing the sites via mobile
  7. 7. MICROBLOGGING: What is it? And why should I care?
  8. 8. Microblogging is a new form of blogging, with brief text updates of 140characters, via Web, SMS, email, IM or 3rd party applications, which allows real-time interactions between users.
  9. 9. Microblogging is a collaborative technology photo:
  10. 10. Diagrammr at embedded in the note at
  11. 11. Microblogging platforms used in education photo:
  12. 12. Overview of the Microsphere Timeline Mar 2006 Oct 2007 Dec 2007 Jan 2008 Mar 2008 Jul 2008 Sep 20084 platforms in Tops 100 Tools for Leaning 2009-2011: Twitter, Cirip, Yammer, Edmodo Elizabeth Koh, An overview of microblogging,, slide 16
  13. 13. From Grosseck,Holotescu “Academic research in 140 characters and more”
  14. 14. Socialtwitter networking in 140 characters  The most popular microblogging system  Launched in July, 2006  Robust, elegant and simple  More than 500 million users  Numerous mash-ups
  15. 15. Twitter educational uses:Classroom communityCollaborationProject ManagementAssessing opinionConference / researchVirtual classroomLearning experiencesPersonal Learning NetworkReference services
  16. 16. - a microblogging platform specially designed for education; launched in March, 2008, by Timsoft, a Romanian company specialized in eLearning and mobile applications- 50000 users- interface in Romanian, English, German- Nominated by UNESCO Romania for"UNESCO King Hamad Bin Isa Al-KhalifaPrize for the Use of ICTs in Education" -April, 2012- Finalist at Seedcamp Zagreb, Jan 2010- In Top 100 Tools for Learning 2009
  17. 17. Facilities (1)• public and private groups TUTORIAL (courses, internal training, projects, events, internal communication, service, family, hobby, etc);• group communication via SMS• polls, quizzes – online or via SMS• feeds monitoring via SMS / sites / blogs / social networks / search feeds• statistics, visualizations, tags.
  18. 18. Facilities (2) social network around multimedia objectsmultimedia objects embedded in messages (part of the communication flow,created/recreated, openess to (small) OERs - Weller, Martin (2010)): - livestreaming, - images (flickr, tinypic), - audio (eok, trilulilu, deezer,, vocaroo, mp3), - (live) video (youtube, dotsub, vimeo, screencastle, screenjelly, screenr,, myvideo), - presentations/learning design (slideshare, capzles, voicethread, flowgram, photopeach, picasa, notaland, prezi, diagrammr, mindomo, mindmeister, spicynodes), - documents (odf, odt, pdf, doc, xls, txt, ppt, google docs/forms/spreadsheets)
  19. 19. Educational usesinformation and knowledge managementcourses enhancementdelivering entire online courseslearning from the streamcollaborative projects in universitiescommunities of practiceePortfolios Social networkssocial LMS. Feeds Users Personal Learning Environments ( Networks ) - PLE/PLN
  20. 20. Learning contexts on
  21. 21. Course elements: collaborativeannouncements exercisesmodules -LOM/SCORM learning from theobjects streampolls/quiz/ multimediacomments via messagesSMS (f2f) Cirip as a socialvalidations - network ofinteractions msLMS (mobilewith social Learningusers/experts/ Managementgroups Systems)
  22. 22. Set of microblogging metrics on cirip.euFor the formative and summative assessment of students activity and learningcommunities coagulation on microblogging platforms: popularity: relation between the number of followers of a user and the number of messagessent influence: based on number of followers and distribution of own messages (referenced orresent) coagulation index: the covering / density of the network, the conversational coefficient, thereciprocity and the relevance exposure index: set of the discussed elements, taking into consideration the topics approachedby a person on her / his microblog geographical distibution: analyses and exposes in a graphical form the signs of our onlinepresence, thus practically drawing up a social map under continuous expansion, showing indetail the ways in which we interact and expose ourselves in a public spacetemporal distribution: messages distribution on timeonline social presence: type and quality of messages.
  23. 23. The Network section of amicroblog offersinformation about thecommunity developedaround that user:- the followees;- the groups followed;- the users who followthe current one.
  24. 24. The Network section of anuser / group displaysstatistics, which facilitatethe analyze on variousresearch directions:- the activity- the relations formed- the interests- the means ofparticipation- the content of messages.
  25. 25. ConclusionsThe integration of social media, in particularmicroblogging, in academic courses demands anew pedagogy of the teaching and learningprocess and a rethinking of studentassessment. “It is not only about bringing into education a setof new tools and technologies; it is about a change in the learning ethos. And the way in which such learning is assessed needs to be consistent with this change in learning philosophy” [Summary report on the Workshop Assessing Learning in a Digital World. Online Educa Conference Berlin, 2010]The microblogging metrics defined for educational microblogging platformcan be applied both for summative andformative assessment, and can be adapted forother microblogging applications used ineducation. image from
  26. 26. Thank you! Carmen Holotescu Mirella Mioc Gabriela Grosseck