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Microblobbing in Higher Education

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Presentation about the Use of Microblogging in Higher Education toegether with Sandra Schaffert

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Microblobbing in Higher Education

  1. 1. Microblogging - Potentiale an der Hochschule Sandra Schaffert & Martin Ebner
  2. 2. Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  3. 3. Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  4. 4. The monthly rate of new user accounts on Twitter is currently around 6.2 million new accounts per month (or 2-3 per second) http://www.flickr.com/photos/vividbreeze/480057824
  5. 5. http://www.trendsspotting.com/blog/?p=1827 Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  6. 6. • A large percentage of Twitter accounts are inactive, with about 25% of accounts having no followers and about 40% of accounts having never sent a single Tweet • About 80% of all Twitter users have tweeted fewer than ten times http://www.trendsspotting.com/blog/?p=1827 http://www.flickr.com/photos/_nezemnaya_/3349101991
  7. 7. With 75 million total accounts, an active user base of around 20% still leaves around 15 million highly active tweeters http://www.trendsspotting.com/blog/?p=1827 http://www.flickr.com/photos/ventriloblog/17960188
  8. 8. Microblogging is a small-scale form of blogging, generally made up of short, succinct messages, used by both users and business to share news, post status updates and carry on Templeton, 2008 conversations http://www.flickr.com/photos/cogdog/601808418
  9. 9. Higher Education occurs usually (not always) in overcrowded lecture halls, students sitting under their laptops http://www.flickr.com/photos/cogdog/601808418
  10. 10. Study 1 (2007) Is microblogging a possibility for a specific community to exchange ideas, interests and information? http://www.flickr.com/photos/billselak/2417001179
  11. 11. Overview Study 1 • Used Microblog application: Jaiku • Own Channel: „elearn“ • Own FlickR account for pictures • Community: 23 German speaking EduBloggers (5 women / 18 men) • Duration: September - October 2007 • Outcome: 240 posting, 201 comments Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  12. 12. Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  13. 13. BUT: • Small usergroup (23; 12 filled out evaluation forms) • just testing - 72% „I used it for the first time“ • Outcomes? „not sure there is any potential“ Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  14. 14. Recommendations for HEI • some general pros • additional documentation effects • possibility to monitor students • no time constraints • mobile devices • but no clear scenario for usage Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  15. 15. Study 2 (2008) Can microblogging be used during scientific conferences? Enhancement of live presentations? http://www.flickr.com/photos/billselak/2417001179
  16. 16. „in the background we discussed things more deeply than the guys on the stage“ versus „Twitter can be distracting - you pay less attention“ http://www.flickr.com/photos/nuagedenuit/276092250
  17. 17. before during after http://www.flickr.com/photos/thomashawk/430523365
  18. 18. Twitter stream at conference (ED - Media 08)
  19. 19. Results: • About 150 participants (keynote) • 54 tweets / 74 minutes (before/during/after) • 4 categories of tweets: - Citations - Discussion - Hyperlinks - Comments Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  20. 20. BUT: • Only 10 active users wrote more than 5 tweets • 2 users wrote more than 50% of all tweets Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  21. 21. Similar: ED-Media 2010 Two users accounted 24% of all tweets Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  22. 22. Recommendations for HEI • no continous microblogging on walls! (too much distraction for students and teachers, just a few make the noise) Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  23. 23. Study 3 (2008) Interactive Lecturing by Integrating Mobile Devices and Micro-blogging in Higher Education http://www.flickr.com/photos/billselak/2417001179
  24. 24. Mass Education Instant Feedback Enhancement of lecture slides
  25. 25. Positive results: • Anonymous Feedback • Device Independent • quick and easy Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  26. 26. BUT: • 33 microblogs in 45 minutes - no real content • hard to follow for teachers Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  27. 27. Recommendations for HEI • timely limited interaction phases (open questions, feedback) are helpful and channel attention • or: a moderator for microblogging Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  28. 28. Study 4 (2008) Can Microblogs and Weblogs change traditional scientific writing? http://www.flickr.com/photos/billselak/2417001179
  29. 29. 16 students 4 MB per week 10 weeks
  30. 30. Positive results: • Exchange of information • Useful for fast discussions • Help to share links and ideas Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  31. 31. Differences between Microblogging and Blogging • Blogging is reflective writing, short essays • Microblogging is searching and sharing • more communication/interaction (replies) Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  32. 32. BUT: • Information Overflow • Only for people with same interests • „maybe“ useful for virtual announcements • students underestimated the work load • continious attention is needed Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  33. 33. Recommendations for HEI • Microblogging seems to be usable for e.g. brainstorming and (fast)collections of links, pictures, videos • Usage for formative assessment: continious contributions, assessed by teachers • limited to fitting lecture topics (no fixed factual knowledge, eventually media related) Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  34. 34. Study 5 (2009) Microblogs in Higher Education – A chance to facilitate informal and process-oriented learning? http://www.flickr.com/photos/billselak/2417001179
  35. 35. On average each student wrote 315 posts. Over a period of 70 days this resulted in around 4.5 posts each calendar day. If the observation time is reduced by holidays (42 days) the number increases to 7.5 posts/each working day
  36. 36. Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  37. 37. Recommendations for HEI • private talk is normal (about one third) • Microblogging is a COMMUNICATION tool, that includes private talk • if you want to support communication (or microblogging) the task should be open Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  38. 38. Objectives for the Usage of Microblogging in HEI http://www.flickr.com/photos/161/
  39. 39. Microblogging for Optimisation of HEI • Fast interactive, colllaborative collections • documentation and accessibility of collections • quality assurance (monitoring, feedback) Microblogging for Innovation of HEI • tool for new assessment forms (formative assessment) • provides new (more) communication possibilities (between teachers and students) Microblogging - Potentiala an der Hochschule Sandra Schaffert, Martin Ebner - Learntec 2010
  40. 40. You will find Martin at Twitter @mebner ... google to find Sandra

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