This document provides guidance for teachers on using Twitter and microblogging for language learning. It explains that microblogging allows for concise yet conversational expression that can help students practice specific language skills. Twitter is described as a microblogging tool that allows short messages called tweets that are publicly viewable, unless marked private. The document outlines several ways Twitter can be used for language learning, such as following public conversations, summarizing texts into tweets, or having in-class Twitter conversations.
Brown Bag Lunch: Longreads, in-depth writing for a wider a publicMiriam Rasch
Presentation on the use of longreads and longform in disseminating research on the creative industries and the launch of the publication series INC Longform. Held by Miriam Rasch of the Institute of Network Cultures at the University of Applied Sciences Amsterdam, for colleagues within create-it research center.
This presentation shares the perspectives of three education faculty who incorporated Twitter into their traditional, blended, and online classes as a way to expand and extend the class “conversation” beyond the classroom. Courses involved were at both the undergraduate and graduate level in subjects ranging from science education to the community college. Our fourth presenter is a student teacher who will share her experiences with Twitter assignments as well as how she envisions using Twitter with elementary students in her future classroom.
Much is written about using Twitter for research, but what about using it in learning and teaching? It has plenty of applications there as well.
This workshop presentation (containing a link to the handout) covers what Twitter is, why it's useful, debunks some Twitter myths, and illustrates ideas for Twitter use in modules, lectures and lab-sessions, using current examples from academics. It also covers embedding a Twitter stream in a Blackboard VLE.
Also covers the tools Twtpoll and Tweetbeam.
Twitter is a popular microblogging platform that enables users to send and share posts of up to 140 characters known as “tweets”. (www.twitter.com). In this paper, I would like to discuss the use of twitter as an interesting social media to teach and generate debate with students. This experience has taken place at the Carlos III University of Madrid with students of law, business and journalism. I am describing the basic guidelines to implement this social media tool as well as the results of this implementation according to my own teaching experience.
Brown Bag Lunch: Longreads, in-depth writing for a wider a publicMiriam Rasch
Presentation on the use of longreads and longform in disseminating research on the creative industries and the launch of the publication series INC Longform. Held by Miriam Rasch of the Institute of Network Cultures at the University of Applied Sciences Amsterdam, for colleagues within create-it research center.
This presentation shares the perspectives of three education faculty who incorporated Twitter into their traditional, blended, and online classes as a way to expand and extend the class “conversation” beyond the classroom. Courses involved were at both the undergraduate and graduate level in subjects ranging from science education to the community college. Our fourth presenter is a student teacher who will share her experiences with Twitter assignments as well as how she envisions using Twitter with elementary students in her future classroom.
Much is written about using Twitter for research, but what about using it in learning and teaching? It has plenty of applications there as well.
This workshop presentation (containing a link to the handout) covers what Twitter is, why it's useful, debunks some Twitter myths, and illustrates ideas for Twitter use in modules, lectures and lab-sessions, using current examples from academics. It also covers embedding a Twitter stream in a Blackboard VLE.
Also covers the tools Twtpoll and Tweetbeam.
Twitter is a popular microblogging platform that enables users to send and share posts of up to 140 characters known as “tweets”. (www.twitter.com). In this paper, I would like to discuss the use of twitter as an interesting social media to teach and generate debate with students. This experience has taken place at the Carlos III University of Madrid with students of law, business and journalism. I am describing the basic guidelines to implement this social media tool as well as the results of this implementation according to my own teaching experience.
Copy of Danah Boyds Draft of ."Tweet Tweet Retweet: Conversational Aspects of Retweeting on Twitter." http://www.zephoria.org/thoughts/archives/2009/06/18/understanding_r.html (Embedded here to share easily. No Claim over content, at all. Just a fanboy.)
A guide to why Twitter is relevant in the research environment, how it can be useful, and how to Tweet successfully.
There's a link in the presentation to the handout used in this workshop - although it was aimed at a University of York audience, it's relevant for any academics or researchers interested in using social media.
Part of the Becoming a Networked Researcher suite of workshops.
Transform and Tailor your Teaching with TwitterRita Zeinstejer
A 2016 version of a presentation I gave for EFL Teachers locally (Argentina) and abroad, for a couple of Congresses. It covers the advantages of integrating Twitter into our PD
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Communicating with Your Audience in 140 CharactersJenni Fuchs
"Museums in the Digital Age - Communicating with Your Audience in 140 Characters", presented at the ICOM-CECA Conference in Yerevan, Armenia, October 2012
How to learn the medical English you really need Howard Vickers
Learning the correct specialist terms is important for doctors and nurses, but there is much more to learning medical English. Students of medical English can prepare for real-life situations by using role-play to practice the language skills they need.
Copy of Danah Boyds Draft of ."Tweet Tweet Retweet: Conversational Aspects of Retweeting on Twitter." http://www.zephoria.org/thoughts/archives/2009/06/18/understanding_r.html (Embedded here to share easily. No Claim over content, at all. Just a fanboy.)
A guide to why Twitter is relevant in the research environment, how it can be useful, and how to Tweet successfully.
There's a link in the presentation to the handout used in this workshop - although it was aimed at a University of York audience, it's relevant for any academics or researchers interested in using social media.
Part of the Becoming a Networked Researcher suite of workshops.
Transform and Tailor your Teaching with TwitterRita Zeinstejer
A 2016 version of a presentation I gave for EFL Teachers locally (Argentina) and abroad, for a couple of Congresses. It covers the advantages of integrating Twitter into our PD
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Communicating with Your Audience in 140 CharactersJenni Fuchs
"Museums in the Digital Age - Communicating with Your Audience in 140 Characters", presented at the ICOM-CECA Conference in Yerevan, Armenia, October 2012
How to learn the medical English you really need Howard Vickers
Learning the correct specialist terms is important for doctors and nurses, but there is much more to learning medical English. Students of medical English can prepare for real-life situations by using role-play to practice the language skills they need.
Learning with technology – teaching without (cotesol presentation)Howard Vickers
How can teachers support mobile learning without using technology during class? The presentation explores how students can bring real-life, linguistic experiences into class and how teachers can help the students learn from these experiences. Through exploring case studies, you will gain both practical suggestions for activities and guiding pedagogical principles.
Virtual quests dialogic language learning with 3d virtual worldsHoward Vickers
The incorporation of 3D virtual worlds into WebQuests offers a more exploratory approach to language learning, where the learner engages in social, immersive and creative activities as part of the quest’s research. This experiential learning leads the teacher to play a greater facilitator-role and to focus more on responding to students’ needs, and less on preemptively teaching. Dogme language teaching, with its focus on dialogic learning and emergent pedagogy, offers guidance in drawing on virtual world experiences for language classes.
Personal Phrasebooks draw on the PLE concept to focus the student’s learning on phrases (rather than at the level of words or grammar). It is a very practical tool to solve everyday linguistic problems. However, it is also an approach (like PLEs) that requires a certain level of learner autonomy. Teachers can suggest and encourage, but the PPB needs to be student driven if it is to become part of their out-of-class learning and included in everyday life.
Exploring out of-class learning - mobile devices - dogme language learningHoward Vickers
Language classes account for a relatively limited amount of the student’s learning – and much (perhaps most) of the learning is done informally, out-of-class. So, how can we as teachers change what we do in lesson to better support what the learners are doing out-of-lesson?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Twitter and Microblogging
for Language Learning
a guide for teachers
How to use Twitter and Microblogging in Language Lessons
Microblogging is an unusual form of expressing oneself, yet it is rapidly becoming a mainstream
tool. Not only does its popularity make it relevant to language learners, its conversational and
concise style offers opportunities to practice specific language skills.
What is it? And how is it normally used?
Twitter is a microblogging tool. It combines
features of SMS text messages and blogs. It
allows users to send very short messages
(known as “tweets”) to each other that are also
readable by the rest of the web (unless
specifically made private as a Direct Message).
Since the conversations are public, there can be
a comfortable flow of text between various users,
assuming that they all are following each other.
Following is the twitter equivalent of subscribing
to someone’s blog. It is not necessarily a
reciprocal arrangement: just because I follow
you (ie subscribe to your tweets), doesn’t mean
that you are following me. In many ways, twitter
is like a discussion forum, but the messages are
too short to have titles (although they can have
tags) and so there is not the same sense of threads (according to topic) that there is with a
discussion board. It is possible, however, to specify an intended recipient, which helps others
follow the conversations. Tweets can be both read and written using the twitter.com website, a
computer based client (such as TweetDeck, which is the equivalent of Microsoft Outlook for
tweets) or a mobile phone (using SMS). Twitter conversations have a reputation for being fast
moving and very much about the current moment (what we are doing or what we are thinking
about right now). It can be thought of as an online water cooler where people talk about everyday
topics.
Why would we be interested?
• Relevance: many students already use Twitter in their own language and so may well be
interested in using it in their target language. It has become a part of social, business and
academic discussions and it has already entered mainstream communication.
• Quick: the conciseness of twitter writing means that it is quick to do. So it is easy to add to
other learning activities, be it in the classroom or for homework.
• Distinct style: the brevity of twitter (each message is limited to 140 characters) means that
the writing has a different style from other online writing (eg emails and blog posts). Although
approximately the same length of an SMS message, the tweet has a different style;
abbreviations such as “gr8” for “great” are not generally used in microblogging.
• Conversational: using Twitter is a chatty way to communicate and mimics the quick
succession of comments in a normal conversation.
How can we use it for language learning?
Twitter can be used for stand alone activities or it can easily be combined with other classroom or
homework tasks. It is a way to keep students in contact, to emphasize fluency in communication
and to focus on conciseness and accuracy.
Avatar Languages Page
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2. Twitter and Microblogging
for Language Learning
a guide for teachers
I. Following Conversations: students can follow public conversations regardless of whether
they even have their own twitter account. This is because Tweets (each comment in Twitter)
are usually publically viewable (just as blogs are).
II. Following Others: students can ‘follow’ (ie subscribe) to the twitter accounts of mainstream
media (eg the UK’s Channel 4 News: http://twitter.com/jonsnowblog) to receive regular
updates on topics of interest.
III. Tweeting in a Community: students can share ideas (via twitter) with others in their class on
an ongoing basis – the class could have a common tag or simply all become friends (ie follow
each other). This activity can be added to other activities for example as part of an
assignment, the student could twitter their thoughts on an article they have read (or indeed, a
tweet), or a video they have watched.
IV. Twitterature: summarizing articles or even whole works of literature into tweets (known as
Twitterature), helps the learners focus on what the original text is fundamentally about (in
their opinion). Learners can also collaboratively write a piece – perhaps with each tweet as a
chapter. In fact, this is similar to the mobile phone novels (keitai shousetsu) being written in
Japan.
V. Correcting Tweets: as with any other writing, students will appreciate their tweets being
corrected. This can be done collaboratively or individually, as with any other written work.
VI. Twitter conversations in class: some professors use twitter to enable a parallel
conversation in class. So students can twitter questions and answer other questions
alongside the actual class. It can get a bit busy, but does integrate note-passing into the
lesson. One way to do this is to have a class account and participants can send messages to
the account (ie start each tweet with @ourclass, where “ourclass” is the account name for the
group).
Pedagogies for 3D Twitter
• Dogme: Twitter is all about conversation and so fits in well with the Dogme philosophy.
Twitter could be used as the actual medium for the conversation. It could also be used to
stimulate conversations within the class or via another (perhaps electronic) form of
communication.
• Task-based Learning: as a unique, yet practical form of communication, twitter is well suited
to task-based language learning. Activities can focus on the conciseness and the speed of
response.
Practicalities
Twitter is a form of social network and there is a tendency to use one’s own name (my twitter
account is http://www.twitter.com/howardvickers). This means that students and teachers may
want to have a different twitter account from their own personal account) to keep identities
separate.
Further Information
• Avatar Languages Blog post about Twitter in language learning.
• Aspiring Polyglot blog post explaining how to use Twitter for language learning.
• FrenchTeachers.org explains the use of Twitter in French lessons.
• EduCause has an information sheet on Twitter in education.
Visit http://www.avatarlanguages.com/teaching/twitter.php for multimedia and links.
Avatar Languages Page
We are an online language school offering private classes in English, Spanish and other languages. 2/2
Find out more about our innovative teaching at www.avatarlanguages.com