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#WhatsTheDifference?
Comparing Hashtag Conversation on Twitter among Teachers
Martin Rehm, Annabell Preußler, Michael Kerres,
Katerina Bohle Carbonell,
Ad Notten
AECT 2014, Jacksonville (Florida), USA
continuous professional development of teachers is a
pivotal element in the provision of high quality
education
(e.g. Hokka & Etelapelto, 2013)
fostered while collaborating in social networks
composed of diverse groups of people
(Paavola, Lipponen, & Hakkarainen, 2004)
Networks of Practice (NoP)
“a larger, loosely knit, geographically distributed
group of individuals engaged in a shared practice”
(Wasko & Faraj. 2005. p. 37)
Twitter
• light-weight tool for easy communication that
enables users to share information
• by encouraging shorter posts, it lowers potential
time investment and thought processes for content
generation
• frequency of updates increases
Java et al (2007)
“people typically value and
protect what they know”
(Hew & Hara. 2007. p. 1).
“most teachers […] are accustomed to designing
teaching activities in isolation […], which, in turn,
prevents knowledge externalization and sharing.”
(Hou, Sung, & Chang, 2009, p. 101)
Research Question
Does a Twitter Conversation
contribute to a Network of Practice
(NoP) among Teachers?
Twitter
#educhat
• topics cover different aspects of
teaching practice
• started out as a synchronous
Twitter event (North America)
#acps
• Abemarle county public schools teachers
• part of their professional development program
Social Network Analysis (SNA)
• valuable tool to understand underlying (social)
processes within (learning) networks
(de Laat, Lally, Lipponen, & Simons, 2007)
• discover prominent individuals and/ or groups
– Ego-network
• identify clusters of „like-minded“ individuals
– Whole network
 unveil the social fabric that enables learning
Data collected: 22.05. – 28.07.2014
• #educhat
– Users: 2095
– Tweets: 3884
• #acps
– Users: 510
– Tweets: 1271
Method
i. Users metrics
– Tweets, Mentions, Replies to, Followers, Followed
ii. Social Network Analysis
– Degree, Betweeness, Cluster
iii. Semantic Network Analysis
– Top-100 Hashtag Pairs, 2-Mode Network (Users-
Hashtags)
Clustering Algortihm: Louvain Method (Single Refinement)
Layout: Kamada-Kawai (Optimize Inside Clusters)
Nodes: Overall Degree
Social Network Analysis
#acps#educhat
Semantic Network Analysis
#educhat
Semantic Network Analysis
#acps
• Networks of Practice (NoP)
– Yes: “larger, loosely knit […], geographically distributed
group of individuals engaged in a shared practice”
(Wasko & Faraj. 2005. p. 37)
• Network Characteristics
– “homophiliy”, structural holes & bridges
– different „strategies“ for different circumstances
– ontology/categorization, shared code
#WhatsTheDifference?
Comparing Hashtag Conversation on Twitter among Teachers
Martin Rehm, Annabell Preußler, Michael Kerres,
Katerina Bohle Carbonell,
Ad Notten
AECT 2014, Jacksonville (Florida), USA

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#WhatsTheDifference?

  • 1. #WhatsTheDifference? Comparing Hashtag Conversation on Twitter among Teachers Martin Rehm, Annabell Preußler, Michael Kerres, Katerina Bohle Carbonell, Ad Notten AECT 2014, Jacksonville (Florida), USA
  • 2. continuous professional development of teachers is a pivotal element in the provision of high quality education (e.g. Hokka & Etelapelto, 2013) fostered while collaborating in social networks composed of diverse groups of people (Paavola, Lipponen, & Hakkarainen, 2004)
  • 3. Networks of Practice (NoP) “a larger, loosely knit, geographically distributed group of individuals engaged in a shared practice” (Wasko & Faraj. 2005. p. 37)
  • 4. Twitter • light-weight tool for easy communication that enables users to share information • by encouraging shorter posts, it lowers potential time investment and thought processes for content generation • frequency of updates increases Java et al (2007)
  • 5.
  • 6. “people typically value and protect what they know” (Hew & Hara. 2007. p. 1).
  • 7. “most teachers […] are accustomed to designing teaching activities in isolation […], which, in turn, prevents knowledge externalization and sharing.” (Hou, Sung, & Chang, 2009, p. 101)
  • 8. Research Question Does a Twitter Conversation contribute to a Network of Practice (NoP) among Teachers?
  • 9.
  • 10. Twitter #educhat • topics cover different aspects of teaching practice • started out as a synchronous Twitter event (North America) #acps • Abemarle county public schools teachers • part of their professional development program
  • 11. Social Network Analysis (SNA) • valuable tool to understand underlying (social) processes within (learning) networks (de Laat, Lally, Lipponen, & Simons, 2007) • discover prominent individuals and/ or groups – Ego-network • identify clusters of „like-minded“ individuals – Whole network  unveil the social fabric that enables learning
  • 12. Data collected: 22.05. – 28.07.2014 • #educhat – Users: 2095 – Tweets: 3884 • #acps – Users: 510 – Tweets: 1271
  • 13. Method i. Users metrics – Tweets, Mentions, Replies to, Followers, Followed ii. Social Network Analysis – Degree, Betweeness, Cluster iii. Semantic Network Analysis – Top-100 Hashtag Pairs, 2-Mode Network (Users- Hashtags)
  • 14.
  • 15.
  • 16. Clustering Algortihm: Louvain Method (Single Refinement) Layout: Kamada-Kawai (Optimize Inside Clusters) Nodes: Overall Degree Social Network Analysis #acps#educhat
  • 17.
  • 20. • Networks of Practice (NoP) – Yes: “larger, loosely knit […], geographically distributed group of individuals engaged in a shared practice” (Wasko & Faraj. 2005. p. 37) • Network Characteristics – “homophiliy”, structural holes & bridges – different „strategies“ for different circumstances – ontology/categorization, shared code
  • 21. #WhatsTheDifference? Comparing Hashtag Conversation on Twitter among Teachers Martin Rehm, Annabell Preußler, Michael Kerres, Katerina Bohle Carbonell, Ad Notten AECT 2014, Jacksonville (Florida), USA