Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
AERA 2010 - Investigating Social Presence and TwitterPatrick Lowenthal
Abstract
To be truly effective, online learning must facilitate the social process of learning. This involves
providing space and opportunities for students and faculty to engage in social activities.
Although learning management systems offer several tools that support social learning and
student engagement, the scope, structure, and functionality of those tools can inhibit and restrain
just-in-time social connections and interactions. In this paper, we describe the results of our use
of Twitter to encourage free-flowing just-in-time interactions and how these interactions
enhanced social presence in our online courses.
Communication, visualization and social aspects involved on a virtual collabo...TelEduc
In: publicado em Journal of 3D-Forum Society, HC-2000 Third International Conference on Human and Computer, September 6-9, 2000, Japan. Em inglês , 5 páginas.
Autores: Heloisa Vieira da Rocha, Janne Yukiko Yoshikawa Oeiras, Luciana Alvim Santos Romani
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
AERA 2011 -- Investigating Students' Perceptions of Various Instructional Str...Patrick Lowenthal
Social presence theory explains how people present themselves as “real” through a communication medium and is a popular construct used to describe how people socially interact in online courses. Because of its intuitive appeal, educators have experimented with different ways to establish social presence in their online courses. Over the years, we have tried many strategies—from rich threaded discussions to personal one-on-one emails to digital stories to using social networking tools like Twitter. Over time, we began questioning how students perceive all of the strategies we use (in other words, what strategies were leading to the most bang for our buck). In this paper, we describe our investigation of students’ perceptions of various instructional strategies to establish social presence.
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
AERA 2010 - Investigating Social Presence and TwitterPatrick Lowenthal
Abstract
To be truly effective, online learning must facilitate the social process of learning. This involves
providing space and opportunities for students and faculty to engage in social activities.
Although learning management systems offer several tools that support social learning and
student engagement, the scope, structure, and functionality of those tools can inhibit and restrain
just-in-time social connections and interactions. In this paper, we describe the results of our use
of Twitter to encourage free-flowing just-in-time interactions and how these interactions
enhanced social presence in our online courses.
Communication, visualization and social aspects involved on a virtual collabo...TelEduc
In: publicado em Journal of 3D-Forum Society, HC-2000 Third International Conference on Human and Computer, September 6-9, 2000, Japan. Em inglês , 5 páginas.
Autores: Heloisa Vieira da Rocha, Janne Yukiko Yoshikawa Oeiras, Luciana Alvim Santos Romani
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
AERA 2011 -- Investigating Students' Perceptions of Various Instructional Str...Patrick Lowenthal
Social presence theory explains how people present themselves as “real” through a communication medium and is a popular construct used to describe how people socially interact in online courses. Because of its intuitive appeal, educators have experimented with different ways to establish social presence in their online courses. Over the years, we have tried many strategies—from rich threaded discussions to personal one-on-one emails to digital stories to using social networking tools like Twitter. Over time, we began questioning how students perceive all of the strategies we use (in other words, what strategies were leading to the most bang for our buck). In this paper, we describe our investigation of students’ perceptions of various instructional strategies to establish social presence.
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
There are many challenges to develop an online community of teachers. This paper describes the support needs of pre-service and early career teachers, and some design principles for creating online networks that meet them.
It includes a critique of existing online communities, including commercial sites (like Facebook) and government sites (like Scootle).
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
BIG DATA Usage in web & Digital Media Services:
-Large-Scale Clickstream Analytics.
-Ad Targeting,Analysis,Forecasting and Optimization.
-Abuse and click-fraud prevention.
-Social Graph Analysis Profile Segmentation.
-Campaign management loyalty programs.
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
There are many challenges to develop an online community of teachers. This paper describes the support needs of pre-service and early career teachers, and some design principles for creating online networks that meet them.
It includes a critique of existing online communities, including commercial sites (like Facebook) and government sites (like Scootle).
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
BIG DATA Usage in web & Digital Media Services:
-Large-Scale Clickstream Analytics.
-Ad Targeting,Analysis,Forecasting and Optimization.
-Abuse and click-fraud prevention.
-Social Graph Analysis Profile Segmentation.
-Campaign management loyalty programs.
Giornalista professionista, collaboro come free lance per Il Giornale e Rcs Mediagroup e lavoro come addetta stampa per la società di retail hight street 18 Montenapoleone Retail
4Developers 2015: Measure to fail - Tomasz KowalczewskiPROIDEA
YouTube: https://www.youtube.com/watch?v=H5F0D55nKX4&index=11&list=PLnKL6-WWWE_WNYmP_P5x2SfzJ7jeJNzfp
Tomasz Kowalczewski
Language: English
Hardware fails, applications fail, our code... well, it fails too (at least mine). To prevent software failure we test. Hardware failures are inevitable, so we write code that tolerates them, then we test. From tests we gather metrics and act upon them by improving parts that perform inadequately. Measuring right things at right places in an application is as much about good engineering practices and maintaining SLAs as it is about end user experience and may differentiate successful product from a failure.
In order to act on performance metrics such as max latency and consistent response times we need to know their accurate value. The problem with such metrics is that when using popular tools we get results that are not only inaccurate but also too optimistic.
During my presentation I will simulate services that require monitoring and show how gathered metrics differ from real numbers. All this while using what currently seems to be most popular metric pipeline - Graphite together with com.codahale metrics library - and get completely false results. We will learn to tune it and get much better accuracy. We will use JMeter to measure latency and observe how falsely reassuring the results are. We will check how graphite averages data just to helplessly watch important latency spikes disappear. Finally I will show how HdrHistogram helps in gathering reliable metrics. We will also run tests measuring performance of different metric classes
Catálogo con la línea de teléfonos adaptados y de uso fácil de Ideus.
La telefonía hecha fácil: ¡marcas y hablas! Porque no todo van a ser smartphones punteros y de alta gama.
Móviles que se adaptan a las necesidades de las personas
mayores y con problemas de audición.
This presentation was given on 26.11.15 at the Catchment Management Network Meeting in Tullamore.
The day included presentations on the approach to characterisation for the 2nd Cycle of the Water Framework Directive and how this would involve both the EPA and Local Authorities, along with other public bodies.
A key focus was the new Local Authority Water and Communities Office and its role in the 2nd cycle.
Presentations on integrating planning and the WFD, the UK 'Love Your River Telford' project and 'The Living Loobagh' from Limerick were also included.
Read the article Adult Education and the Social Media Revolution,.docxmakdul
Read the article “Adult Education and the Social Media Revolution,” available in the eReserves section of the classroom. Pay particular attention to the references these authors make to the works of others. Every citation within this article is essentially a head nod to other authors who have written about the same or similar topics. Were they all in the same room, you could imagine the authors of this article pointing to or calling out those other authors while speaking. This is what we mean when we refer to research and writing as one big conversation, with all of the participants listening and responding to one another.
In a discussion post, point to an example from this article and explain how the authors do one of the following:
· refer to another work in order to give legitimacy to their own point;
· refer to another work in order to build upon the ideas of others; or
· refer to another work in order to challenge that work.
If you select "refer to another work in order to give legitimacy to their own point," first describe what the authors' point is, then describe how the cited article supports that point.
If you select "refer to another work in order to build upon the ideas of others," first describe what the ideas are, then describe how the authors build upon those ideas.
If you select "refer to another work in order to challenge that work", first describe what is being challenged, then describe how the authors are challenging the cited work.
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in coope ...
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxhumphrieskalyn
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin ...
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxclairbycraft
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin.
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxRAHUL126667
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin ...
What Can Social Media Aggregation Contribute To Teaching & LearningThomas Ho
This paper describes the role that aggregation of social media can contribute to teaching and to learning. With respect to teaching, assessment is enhanced because the aggregate stream of social media activity produces an artifact that exhibits what and how students are learning and discovering. With respect to learning, engagement is enhanced because the aggregate stream of social media activity encourages students to interact with each other by cooperating and by commenting on others’ learning and discovery.
Especially promising is the prospect for the course (and subsequent learning) to “continue” even after the semester ends and even for assessment data to be collected longitudinally.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
Not long ago, we participated in EDUCAUSE 2009 in Denver. Because we were delivering a presentation on instructional uses of Twitter, 1 our ears and eyes were wide open for other presentations mentioning social networking in general and Twitter specifically. And did we get an ear and eye-full! It seemed like everyone was talking about Twitter — mostly positively, with a few pointed criticisms of the perceived obsession people have with the tool.
Virtual Community in Interactive Teaching: Five CasesIOSR Journals
Abstract: Modern teaching methods demand innovative and effective use of technology at utmost level.
Incorporating a virtual community outside classroom teaching has become inevitable in digital age education.
This research was intended to find out how this can be used in terms of interactive teaching and how it can
facilitate students to recover the lacks of learning in classroom. A web community of a university called
Learning Feedback System (LFS) has been used here as the methodology to analyze five sample cases. Effects of
a significant level of interaction in LFS indicated that it helped to reduce the communication gap between
students and teachers that of course leading to proper learning.
Keywords: ICT, Interactive teaching, LFS, Technology education, Virtual Community,
THE USE OF SOCIAL INFRASTRUCTURE IN ONLINE ADULT EDUCATION: THEORY AND APPLIC...IJITE
Online learning serves not only as a cognitive process but is also situated within a social context. Social
infrastructure is generally defined as the physical places and organizations that shape the way people
interact, but social infrastructure may also be discussed more specifically in relation to education and
technology. Bielaczyc defines social infrastructure as the social structures that support learning with a
technology-based learning tool. The purpose of this paper is to describe Bielaczyc’s social infrastructure
framework and to apply the framework to an adult English as a Second Language (ESL) program in
Walton County, Florida that was forced to quickly implement online learning because of the COVID-19
pandemic.
The use of Social Infrastructure in Online Adult Education: Theory and Applic...IJITE
Online learning serves not only as a cognitive process but is also situated within a social context. Social
infrastructure is generally defined as the physical places and organizations that shape the way people
interact, but social infrastructure may also be discussed more specifically in relation to education and
technology. Bielaczyc defines social infrastructure as the social structures that support learning with a
technology-based learning tool. The purpose of this paper is to describe Bielaczyc’s social infrastructure
framework and to apply the framework to an adult English as a Second Language (ESL) program in
Walton County, Florida that was forced to quickly implement online learning because of the COVID-19
pandemic.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
IoT and OT Threat Landscape Report 2023Prayukth K V
Sectrio's IoT and OT threat landscape report 2023 gives you a comprehensive view of the emerging threats, risks, hacker groups, APTs and other cyber risks to IoT and OT-based deployments and infrastructure.
The detailed report does a deep dive into IoT and OT security aspects such as:
* How the evolving OT cyber threat environment impacts sectors such as manufacturing, defense, maritime, utilities and energy and pharmaceutical manufacturing
* Where are cyber threat emerging from and how are they impacting the threat environment?
* Regional cyber threat environment analysis across Europe, APAC, Middle East, Americas and Africa
* How are hackers using Artificial Intelligence to develop new malware, conduct scans and automate cyberattacks
* The Chinese cyber conveyor belt and its implications for you
* Security gaps that hackers and APT groups are exploiting
* How are CISOs responding to cyber threats
* What are APT actors targeting and how are they collaborating to achieve common goals
* How are hackers monetizing the stolen data
* Extensive information on APT actors from Russia, Iran, China, Pakistan and North Korea
Sectrio brought out the first global IoT and OT security report in 2018 and has been bringing out such reports every year. Unlike other cybersecurity vendors who do not have access to global cyber threat intelligence harvested from their own sources, Sectrio's threat intelligence is gathered from its own threat intelligence farm that is currently up and running in over 80 countries (excluding dark honeypots that are mobile and present in level A hotspots). Do not miss out on this report.
The full report can be downloaded from https://sectrio.com/iot-security-reports/2023-ot-iot-threat-landscape-report/
How do you market products and services that are based on new tech? How do you drive adoption, scale and customer experience? How can you reach audiences in tough markets while keeping the cost per lead low? How do you market IoT, Blockchain and AI based products? Find out in this deck. I have used real life use cases and examples here.
State of the internet of things (IoT) market 2016 editionPrayukth K V
2015 was the year IoT gained legitimacy.
Businesses budged off a “start small think big” mindset.
In 2016, they’re building IoT into future strategies and
business models. Companies across all industries now
have IoT squarely on their radar. The worldwide Internet
of Things market spend will grow from $591.7 billion
in 2014 to $1.3 trillion in 2019 with a compound annual
growth rate of 17%. The installed base of IoT endpoints
will grow from 9.7 billion in 2014 to more than 25.6 billion
in 2019, hitting 30 billion in 20201.
Architecture for India's Smart Cities projectPrayukth K V
India is working towards having 100 smart cities in the near future. The thrust is on leveraging smart solutions and strategies that enable cities to use technology, information and data to improve infrastructure, deliver better civic amenities, services and governance to citizens. This Smart Cities Architecture can serve as primer for this effort.
The Fintech 100 includes leading 50 fintech
companies across the globe, and the most intriguing
50 ‘emerging stars’ – exciting new fintechs with bold,
disruptive and potentially game-changing ideas –
expanding on the success of last year’s list. Presented here strictly for academic purposes...
Drones and the Internet of Things: realising the potential of airborne comput...Prayukth K V
This paper focuses on services and applications provided to mobile users using airborne computing infrastructure. Concepts such as drones-as-a-service and flyin,fly-out
infrastructure, and note data management and system
design issues that arise in these scenarios are discussed. Issues of Big Data arising from such applications, optimising the configuration of airborne and ground infrastructure to provide the best QoS and QoE, situation-awareness, scalability, reliability, scheduling for efficiency, interaction with users and drones using physical annotations are outlined.
Evolving a wearables marketing strategy in 2015Prayukth K V
How marketers can work towards integrating wearables such as Apple Smartwatch, Googles Glass and personal healthcare devices into their marketing gameplan
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Preprint: To appear in the Journal of Information Systems Education Special Issue, Impacts of Web 2.0 and
Virtual World Technologies on IS Education
Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social
presence. Journal of Information Systems Education, 20(2).
Tweeting the Night Away: Using Twitter to
Enhance Social Presence
Joanna C. Dunlap
School of Education & Human Development /
Center for Faculty Development
University of Colorado Denver
Denver, CO, USA
joni.dunlap@ucdenver.edu
Patrick R. Lowenthal
CU Online /
School of Education & Human Development
University of Colorado Denver
Denver, CO, USA
patrick.lowenthal@ucdenver.edu
ABSTRACT
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and
opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools
that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and
restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage freeflowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe
instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Keywords: Social Presence, Teaching Presence, Cognitive Presence, Online Learning, Twitter, Social Interaction,
Microblogging, Microsharing, Community Of Inquiry, Social Networking, Student Engagement
1. INTRODUCTION
Many online educators tend to design the scope, structure,
and function of an online course based on the tools available
within a learning management system (LMS); that is, an
LMS (e.g., eCollege, Blackboard, WebCT, Moodle) can
constrain how online educators design and develop their
online courses (Lane, 2007; Morgan, 2003; Siemens, 2006).
While adequate for some basic learning activities (e.g.,
information and document sharing, asynchronous and
synchronous discussion, and assessment via quizzes), LMSs
are modeled after classroom settings with drop boxes, grade
books, announcements, and so on. What tends to be missing
is the just-in-time, and sometimes playful, interactions that
happen before and after class, during a break, and when
students and faculty bump into each other between class
meetings. Out-of-the-classroom interactions like these and
many others have potential instructional value (Kuh, 1995)
and can help strengthen interpersonal relationships between
and among students and faculty that enhance the learning
community inside the classroom.
In this teaching tip, we describe our use of Twitter—a
Web 2.0, microblogging tool—to enhance social presence in
an online course by providing a mechanism for just-in-time
social interactions. We also touch on some other
instructional benefits of using Twitter in online courses and
2.
conclude with guidelines to consider when using Twitter
with students.
2. THE IMPORTANCE OF SOCIAL PRESENCE
Learning is a very human activity. The
more people feel they are being treated
as human beings—that their human
needs are being taken into account—the
more they are likely to learn and learn to
learn. (Knowles, 1990, pp. 129)
When we design and teach online, we build in authentic and
relevant opportunities for our students to interact and
connect not only with the content, but also with the instructor
and each other (Dunlap, Dobrovolny, & Young, 2008;
Dunlap, Furtak, & Tucker, 2009; Dunlap, Sobel & Sands,
2007). In fact, students see social interaction and connection
as a foundational attribute of our courses. We attend to the
“socialness” of the courses we design and teach because we
subscribe to the theory that learning, as a human activity,
occurs within a social context, with higher cognitive
processes originating from social interactions (Vygotsky,
1978). We also believe that social interaction and connection
has significant influence over student engagement.
A commonly used framework for “best practices” in
undergraduate and graduate education, Chickering and
Gamson’s (1987) Seven Principles of Good Practice in
Education, describes seven principles that faculty can
embrace to improve education. Developed from a review of
fifty years of educational literature, Chickering and
Gamson’s first principle is, “Encourages contact between
students and faculty.” This first principle is influenced by
instructor immediacy behaviors and participant interaction,
with both having a positive influence on student learning and
course satisfaction (Arbaugh, 2001, 2005; Baker, 2004; Hiltz
and Wellman, 1997; Swan, 2002). Contact between students
and faculty in and outside of class is critical for student
engagement because it influences student motivation and
involvement. When faculty stay in touch with students
through formal and informal communication and dialogue,
students report that it helps them get through the rough times
and keep on working. Knowing their instructors enhances
students' intellectual commitment and encourages them to
think about their own values and plans (Chickering and
Ehrmann, 1996).
Social presence, along with cognitive and teaching
presence, is well established in the online education literature
as a way of thinking about social connection and interaction
for student engagement in online courses. As a component of
the Community of Inquiry framework (see Garrison,
Anderson, & Archer, 2000), social presence refers to the
“ability of participants in a Community of Inquiry to project
their personal characteristics into the community, thereby
presenting themselves to other participants as ‘real people’”
(Garrison, Anderson, & Archer, 2000, pp. 89). Originally
developed to explain the effect telecommunications media
can have on communication, social presence was used to
describe the degree of salience (i.e., quality or state of “being
there”) between two communicators using a communication
medium (Short, Williams, & Christie, 1976).
Social presence theory took on new importance with the
rise of computer-mediated communication (CMC) and later
online learning (Lowenthal, in press, 2009). Now a central
concept in online learning, researchers have shown—to
varying degrees—a relationship between social presence and
student satisfaction (Gunawardena, 1995; Gunawardena and
Zittle, 1997; Richardson and Swan, 2003), social presence
and the development of a community of learners (Rourke,
Anderson, Garrison, & Archer, 2001; Rovai, 2002), and
social presence and perceived learning (Richardson and
Swan, 2003). Because of results like these, researchers and
practitioners alike continue to try out different ways to
establish and maintain social presence in online courses. For
instance, Aragon (2003) identified over a dozen different
ways to create social presence in online courses (e.g.,
incorporating audio and video, posting introductions,
frequent feedback). Others have looked at ways to create and
maintain social presence by using tools outside of an LMS.
For instance, DuVall, Powell, Hodge, and Ellis (2007)
investigated using text messaging to improve social
presence. Also, Keil and Johnson (2002) investigated using
Internet based voice mail to increase social presence.
3. SOCIAL PRESENCE AND TWITTER
Although the typical LMS provides tools that—when used
appropriately—can establish and increase social presence
(e.g., asynchronous discussions, synchronous chat tools), the
tools reside within the online system. Because students and
faculty have to login and navigate to several different
locations in the course to engage in discussion, collaboration,
and sharing, the communication is sometimes forced and out
of the context of day-to-day, hour-to-hour, and minute-tominute experience. In other words, communication between
and among students and faculty is scheduled based on when
they have a moment to login to the LMS. This means that
there are many lost opportunities during the day to interact
and connect.
Another challenge of encapsulating all social interaction
and connection opportunities within a LMS is that we tend to
lose the informal, free-flowing, just-in-time banter and chitchat that we have with students in our on-campus courses—
the banter that helps us get to know each other, experience
our personalities, and connect on a more emotional level.
This sort of informal connection between and among
students and faculty is one aspect of cultivating student
engagement and social presence. Although we have tried to
address this within the LMS by incorporating weekly fun
activities (such as coming up with captions for goofy photos,
or competing in online games), establishing discussion
forums on non-academic topics, having students produce
music playlists for the week, and the like, these strategies do
not seem to do enough to enhance social presence. As a
result, we have been looking for additional ways to enhance
social presence.
And then came Twitter which immediately seemed like
an additional way to enhance social presence. Twitter (see
Twitter, n.d.) is a multiplatform Web 2.0, part social
networking - part microblogging tool, freely accessibly on
the Web (Stevens, 2008). Other popular Web 2.0
microblogging tools include Jaiku, Tumblr, MySay, and
3.
Hictu, and Edmodo. Twitter, however, is one of the most
popular of these microblogging tools (Java, Finin, Song, &
Teseng, 2007; McFedries, 2007) and, therefore, was our tool
of choice because it is well-established, has a large and
growing participant base, interfaces well with other Web 2.0
tools, and is easily accessible.
According to the Twitter website, Twitter is a service for
friends, family, and co–workers to communicate and stay
connected through the exchange of quick, frequent answers
to one simple question: What are you doing? (Twitter, n.d.)
However, the people who participate in the Twitter
community—people who are geographically distributed
across all continents (with North America, Europe, and Asia
having the highest adoption rate) (Java et al.,2007)—use it
for more than providing updates on their current status.
In 140 characters or less, people share ideas and
resources, ask and answer questions, and collaborate on
problems of practice; in a recent study, researchers found
that the main communication intentions of people
participating in Twitter could be categorized as daily chatter,
conversations, sharing resources/URLs, and reporting news
(Java et al., 2007). Twitter community members post their
contributions via the Twitter website (see Figure 1), mobile
phone, email, and instant messaging—making Twitter a
powerful, convenient, community-controlled microsharing
environment (Drapeau, 2009). Depending on whom you
choose to follow (i.e., communicate with) and who chooses
to follow you, Twitter can be effectively used for
professional and social networking (Drapeau, 2009;
Thompson, 2007) because it can connect people with like
interests (Lucky, 2009). And all of this communication
happens in real-time, so the exchange of information is
immediate (Parry, 2008a; Young, 2008).
Figure 1. Twitter Website
4. TWITTER IN ACTION
Faculty have recently begun experimenting with how to use
Twitter in the “classroom” (Parry, 2008a). Parry explains
that despite his initial skepticism, he found that Twitter could
be an effective tool in the classroom in part because of its
ability to “blur the lines of the classroom” (Parry, 2008b).
An example of how Parry uses Twitter in his classroom can
be found online (see Parry, 2007).
Communication faculty are not the only one’s using
Twitter in the classroom. Twitter has also been used in
public relations (Sweetser, 2008), project management
(Keefer, 2008), medical education (van den Broek, 2009),
language learning (Ullrich, Borau, Luo, Tan, L. Shen, & R.
Shen, 2008), and information systems (Sendall, Ceccucci, &
Peslak, 2008) courses, to name a few.
During the fall of 2008, we incorporated Twitter into our
online instructional design and technology courses. We did
not require students to participate, but invited them to join us
in our Twitter adventure as we tested its instructional
potential. Although not everyone chose to participate, most
did with positive results. The following describes our
students’ typical experiences using Twitter:
A student is reading something in the textbook and has
a question about the chapter on multimodal learning.
She immediately tweets (i.e., posts) her question to the
Twitter community, and gets three responses within ten
minutes)—two responses from classmates, and one
from Joni (her professor). This leads to several
subsequent posts, including comments from two
practicing professionals.
A student is working on an assignment and is
wondering about embedding music into a slideshow
presentation. He tweets a question to the group and gets
a response from Patrick (his professor) and a practicing
professional. Both point the student to different online
resources that explain how to embed music and provide
examples to deconstruct. Within a half hour, the student
has embedded music in his slideshow presentation.
A student sends a private tweet (i.e., a private message
that only the named recipient receives) to Joni regarding
a difficult situation with a project team member. While
in the middle of a departmental meeting, Joni
immediately tweets back, arranging a time to talk with
the student outside of Twitter.
A student cannot believe what she has just heard on the
news regarding federal funding of higher education and
needs to share. She tweets her comment, and
immediately connects with others who cannot believe it
either.
A student finds a great video about storyboarding on
YouTube and posts the URL to Twitter. Her find is
retweeted (i.e., reposted) three times because others also
think the video is great and worth sharing.
Joni and Patrick, who are both away at conferences,
tweet various updates about what they are hearing and
seeing at the conference.
Several of the students are posting comments to Twitter
while they watch a political debate. They provide
commentary, along with several thousand others who
are also in Twitter while watching the debate.
A student tweets that he just posted a new entry to his
blog on how vision trumps all other senses during
instruction and provides the URL. His classmates, as
well as other practicing professionals, read his blog
post. He receives three tweets thanking him for sharing
his ideas.
As part of a research project on legacy systems, a
student poses a question to the Twitter community
4.
regarding the prevalent need for COBOL programmers.
She receives responses from several IT professionals,
some with links to helpful resources and contacts that
can help her with research.
A student tweets that she is tired and going off to bed.
She receives two tweets back from classmates wishing
her a good night.
Throughout the course, we used Twitter in this way. By
using a tool that enables just-in-time communication with the
local (our course) and global (practicing professionals)
community, we were able to engage in sharing,
collaboration, brainstorming, problem solving, and creating
within the context of our moment-to-moment experiences.
Because of Twitter’s ability to enable persistent presence
(Siemens, 2007), our social interactions occurred more
naturally and immediately than when we have to login to the
LMS, navigate to the appropriate discussion forum, post a
message, and then wait for someone to respond (after we
already moved on to other work, thoughts, and issues).
5. OTHER INSTRUCTIONAL BENEFITS
OF TWITTER
Besides the benefit of enhancing the potential for positive
social presence during online learning opportunities, Twitter
has other instructional benefits.
5.1 Addressing Student Issues in a Timely Manner
Our students used Twitter for time-sensitive matters: to ask
us for clarification on content or assignment requirements,
notify us of personal emergencies, and alert us to issues that
need our attention and action. Even though we log into the
LMS several times a day, this immediate communication
allowed us to attend to issues in a timely manner. On a few
occasions, we were able to intervene before an issue spiraled
out of control, as with a team that was having trouble
meeting the requirements of a project. Twitter is a helpful
tool for addressing student issues quickly.
5.2 Writing Concisely
Because a tweet is limited to 140 characters, this encourages
students to write clearly and concisely. Although a very
informal writing style, it is a professionally useful skill for
students to develop, especially given the growing popularity
of this category of communication tool.
5.3 Writing for an Audience
Although Twitter elicits open sharing and an informal
writing style, it is nevertheless critical to know your
audience and share accordingly. Participating in the Twitter
community helped our students learn to be sensitive to their
audience, and make professional decisions about what
perspectives and ideas they should publically contribute and
what perspectives and ideas should remain private.
5.4 Connecting with a Professional Community of
Practice
A great benefit of participating in Twitter is that many
practicing professionals also participate. In our courses, for
example, a number of the textbook authors participate in
Twitter. Besides the networking potential, students receive
immediate feedback to their questions and ideas from
practicing professionals, which serves to reinforce the
relevance of Twitter participation and enhance their
understanding of our course content and their enculturation
into the professional community of practice.
5.5 Supporting Informal Learning
Informal learning involves “activities that take place in
students’ self-directed and independent learning time, where
the learning is taking place to support a formal program of
study, but outside the formally planned and tutor-directed
activities” (Aspden and Thorpe, 2009). Twitter was one tool
that students used to support their informal learning
activities. Through their participation in the Twitter
community, they discovered resources and tools that they
effectively applied to their coursework.
5.6 Maintaining On-going Relationships
Student and faculty use of Twitter is not bound by the
structure of an LMS or the timing of a semester. Twitter
enables faculty and students to maintain on-going
relationships after a course ends. Although the semester is
over, we are still in daily communication with several
students from the courses. This allows us to continue to
advise students academically and professionally. It has also
allowed for a much more natural and organic progression of
our relationships; instead of severing our connections at the
end of the semester, we are able to continue to be in
community together, learning from each other and sharing
our moment-to-moment experiences.
5.7 Possible Drawbacks of Twitter
Like most, if not all Web 2.0 tools, Twitter is not appropriate
for all instructional situations. For instance, Grosseck and
Holotescu (2008) identify a number of problems with using
Twitter for educational purposes. For instance, Twitter can
be time-consuming, addictive, and possibly even encourage
bad grammar as a result of its 140-character limit (Grosseck
and Holotescu). Further, while Twitter is free to use on a
computer connected to the Web (whether accessed via a web
browser or a Twitter client like Twirl), faculty and students
might be charged texting or data fees if they access Twitter
on their cell phone (depending on their cell phone plans). See
Grosseck and Holotescu (2008) and Lavallee (2007) for a
complete list of drawbacks of using Twitter for educational
purposes.
Despite possible drawbacks like these, the instructional
benefits encourage us to continue to incorporate Twitter in
our online courses (as one more tool in our toolbox), and
look at other Web 2.0 tools that may help us extend the
instructional power of a LMS and further enhance the socialpresence potential of the online learning opportunities we
design and facilitate.
6. GUIDELINES FOR USING TWITTER
WITH STUDENTS
Based on our experience using Twitter with our online
students, we offer the following five guidelines:
5.
6.1 Establish Relevance for Students
First and foremost, the use of Twitter in an online course
needs to be relevant—have a clear purpose—for students to
attend to it in personally, professionally, and academically
meaningful ways. If students see using Twitter in a particular
course as irrelevant then they will fail to participate in
Twitter as hoped, and will fail to take anything of value
away from the experience. Our strategy has been to show
students examples of the ways we have benefited from using
Twitter, such as the resources we have discovered that
support our work, writing, and course learning activities;
professionals we have met and are now in consistent contact
with; and the audience we have attracted to our various
projects and products. We also share with students the fun
(e.g., tweeting with a celebrity) and informative (e.g.,
receiving product updates or news items) networking
opportunities available via Twitter. When students see the
possibilities and how those possibilities can help them meet
specific learning goals and objectives, they are willing to
give it a try.
6.2 Define Clear Expectations for Participation
Regardless of your expectations for student participation in
Twitter, expectations for participation have to be clearly
articulated. Our preference has been to invite and strongly
encourage students to participate instead of requiring their
participation. In support of our invitation, we define our
expectations as setting up a Twitter account, adding all class
members and faculty as tweets, adding 2-3 professionals
(usually our textbook authors) as tweets, and committing to
logging into Twitter three times a day for two weeks. If after
that point students determine it is not of value to them, then
we do not expect them to continue participating. In fact, we
post any important questions asked about the course on
Twitter back in the LMS (in much the same way we do with
questions asked via email) in an effort not to penalize
students who do not continue to use Twitter. However, we
have found that after those initial two weeks most students
decide to continue to participate in Twitter for the duration
of the course and beyond. Note: Related to expectations for
participation, it is important to remind students that Twitter
is a public forum, requiring them to exhibit decorum in all of
their Twitter interactions.
6.3 Model Effective Twitter Use
We make every effort to model effective Twitter use for our
students by being active participants in the Twitter
community. Through our modeling, students are exposed to
effective strategies for connecting with other professionals,
asking and answering questions, sharing resources, and
friendly networking. Enhancing social presence using
Twitter requires being socially present in Twitter.
6.4 Build Twitter-derived Results into Assessment
We encourage students to use information and resources
derived through Twitter participation—triangulated with
other more conventional references—in research papers and
presentations. We then assess students on the relevance and
accuracy of their citations, including those derived from
Twitter. In this way, we reinforce the value of Twitter as a
professional resource, and give students credit—and
points—for using Twitter to meet professional and academic
goals.
6.5 Continue to Actively Participate in Twitter
We have made a commitment to continue to participate in
the Twitter community after courses are completed. We
believe that this commitment further encourages students to
engage in Twitter, building their own valuable network of
professional and academic contacts. Because they know they
can count on us being available in Twitter, they continue to
use Twitter as a just-in-time way to connect and interact with
each other and us. This has been helpful for continued
advising, coaching, and mentoring. Ultimately, following
this guideline has helped us achieve the level of social
presence we crave in support of on-going social learning and
student engagement.
7. CONCLUSION
We set out to enhance the social-presence potential of our
online courses using Twitter. That is, we believed that the
synchronous just-in-time nature of Twitter could provide us
and our students with opportunities to connect and be
perceived as “real” in ways that traditional LMS contained
tools could not. The feedback from our students suggests that
Twitter accomplished just this for many of them:
Twitter has been a great way for me to check in
with everyone who is using it. I found out how
other’s were feeling about school, how life was
treating them, how their jobs and families were
doing. This is something much more intimate than
mandatory weekly discussions, although they carry
their own merit.
I really LOVE twittering with everyone. It really
made me feel like we knew each other more and
were actually in class together.
Twitter was a big part of my connected-ness, with
course colleagues and with you. Even though I
didn’t post a lot of tweets, I watched the Twitter
dialogue. It made the connections stronger and
helped me learn more about folks in the course and
you. And, Twitter led me to some great resources.
Thanks, Joni, for being such a responsive Twitterer.
We also and unexpectedly concluded that involving
students in the Twitter community also helps us attend to the
other two components of the Community of Inquiry
framework: cognitive and teaching presence.
7.1 Cognitive Presence
Cognitive presence is “the extent to which the participants
in… a community of inquiry are able to construct meaning
through sustained communication” (Garrison, Anderson, &
Archer, 2000, pp. 89). Interacting with us and other
professional practitioners in Twitter, our students constructed
meaning through sustained communication.
6.
7.2 Teaching Presence
Teaching presence is the ability of a teacher or teachers to
support and enhance social and cognitive presence through
instructional management, building understanding, and direct
instruction. Reflecting on the additional instructional benefits
of Twitter, we clearly engaged in interactions with our
students via Twitter that helped us attend to instructional
management issues and students’ knowledge building.
We encourage others to begin experimenting with
Twitter in their classroom. However, formal and systematic
research is needed to truly assess the value of using Twitter
in the classroom as well as its relationship to social presence.
All in all, though, we have found Twitter to be a powerful
tool for establishing informal, free-flowing, just-in-time
communication between and among students and faculty,
and with the professional community at large.
8. REFERENCES
Aragon, S. (2003) “Creating Social Presence in Online
Environments.” New Directions for Adult and Continuing
Education. San Francisco, pp. 57-68
Arbaugh, J. B. (2001) “How Instructor Immediacy Behaviors
Affect Student Satisfaction and Learning in Web-Based
Courses.” Business Communication Quarterly, Vol. 64,
No. 4, pp. 42-54
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AUTHOR BIOGRAPHIES
Joni Dunlap is an associate professor
of instructional design and technology
at the University of Colorado
Denver. An award-winning educator,
her teaching and research interests
focus on the use of sociocultural
approaches to enhance adult learners’
development and experience in
postsecondary settings. For over 12
years, she has directed, designed,
delivered and facilitated distance and eLearning educational
opportunities for a variety of audiences. Joni is also the
university's Faculty Fellow for Teaching, working through
the Center for Faculty Development to help online and oncampus faculty enhance their teaching practice.
Patrick Lowenthal is an Academic
Technology Coordinator at CU Online
at the University of Colorado Denver.
He is also a doctoral student studying
instructional design and technology in
the School of Education and Human
Development. His research interests
focus on instructional communication,
with a specific focus on social and
8.
teaching presence, in online and face-to-face environments.
In addition, he often writes about issues and problems of
practice related to post-secondary education. He also has a
MA in Instructional Design and Technology as well as a MA
in the Academic Study of Religion. Patrick has been
teaching and designing instruction since 1998 and teaching
online since 2003.