New College New Media - Twitter basics and academic applications


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Tyson Seburn & Jeff Newman for New Media

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  • Go through this in presentation mode first to familiarise attendees with twitter lingo before actually going to the site itself.
  • Go through and set up a dummy account as attendees are doing so. Have them follow these five just to get started and so that we can use them in the next section too.
  • In generalHave attendees try these out on their laptops if available. During #2Have Jeff tweet to me at this point. After #3Search for the #newmedia. Alexandra will have been tweeting using this hashtag throughout the workshop. Have everyone search after Jeff’s part too to see the progression.
  • Show these parts on the actual Twitter site as we talk about them.
  • Show the fourth point on Twitter itself. (i.e. Searching key words to find ppl to follow)Show the fifth point on the Scientific American site (i.e. Learn how to use tweet buttons on sites)Show the RT point on my own Twitter.Transition to Jeff’s presentation.
  • Dr. Rankin is one of the first university-level educators that I have found who was using twitter in the classroom. I am going to show you a couple of segments of video based on her first use of twitter in 2009.
  • The students comments are displayed on the screen and, theoretically, all 90 can be tweeting at the same time. This offers a hybrid approach to the “sage on the stage” lecture format because the “back channel” can influence the shape of the lecture
  • Ryan FurnessSpanish language instructorTwitter as optional, extra credit offeringStudents used twitter as a venue for practicing their Spanish – getting almost instant feedback from the prof.
  • Open up the twitter feed
  • This conversation is interesting. Account protected?
  • A protected account is only visible to followers. You need to follow me in order to see any tweet that I have made.
  • Traditional organization of a language class
  • There is now the possibility of extending the interaction outside of class time. Students can interact and practice with each other, get feedback from the professor or, because this is an open forum, perhaps they will engage a native speaker (or industry professional), etc. The way that Prof. Furness has things organized it looks like he is largely reponsible for vetting all of information. But there is no reason why a peer in the class couldn’t take charge, right? It opens up the possibility of taking some of the learning opportunities out into the world. One instructor had their students attend an upper year seminar and tweet their experience to their classmates – they used twitter to create a shared experience.
  • The text on the left is from (Junco, R., Heiberger G., & Loken’s 2010 paper The effect of Twitter on college student engagement and grade. Journal of computer assisted learning. 27 119-132. and illustrates one of the powerful impacts of enabling twitter – cross-student communicationThe column on the right is from Mark Sample of George Mason University who asked his class to define the work “alien” and post it to the classes twitter hashtag. The variety of definitions sparked upcoming class discussions.
  • Mark Sample’s matrix of twitter in the classroom
  • Tweetchat allows you to follow a single hashtag in real time.
  • Hootsuite is like a twitter swiss army knife and actually replicates many of the functions we’ve just discussed. But its big secret weapon is “Scheduled tweets.” Want to send a strategically timed tweet in the middle of a class? Want to set up weekly reminders for assignments? This is your tool.
  • New College New Media - Twitter basics and academic applications

    1. 1. Tyson Seburn - International Foundation Program, @seburntJeff Newman – New College D.G. Ivey Library, @iveylibrary
    2. 2. Basic Twitter vocabularyTweet: the status Follow: act of Mentions: tweets Hashtag: #wordsupdate (i.e. what selecting people that mention your to categoriseeveryone writes on whose tweets you @twittername tweets for easyTwitter) wish to view specifically searching Homepage: your base for reading Twitter feed (i.e. other people’s tweets) Feed: the column where you see yours and your follower’s tweets Trends: currently popular categories on Twitter
    3. 3. Now let’s set you up...New to Twitter Twitter old-timer Go to  Log in and look for the Sign up with any examples of twitter username and email. vocabulary and organisation mentioned. Search and follow these (e.g. Tweet, follow, initial accounts: mentions, hashtag, @seburnt homepage, feed, trends, @iveylibrary etc.) @UofTNews  Follow these accounts: @blogTO @seburnt @CBCToronto @iveylibrary @UofTNews @blogTO @CBCToronto
    4. 4. Let’s try a couple things.1. Compose a tweet.  Where does it go? Can you see others’ tweets?2. Compose an @  Where does it go? mention to @seburnt. Can you see anyone (e.g. @seburnt Hello else’s @ mention to there!) me?3. Say something about  Where does it go? this workshop with the Can you see anyone hashtag #newmedia else’s? How can you find them?
    5. 5. A couple other features...@Connect: You #Discover: See Direct messages: Me: Your profilecan see @ tweets Twitter think Send & receive page = a collectionmentions and new are good for you, msgs only you and of your photo,followers in one your followers’ mian that person can see description &place. activities, new tweets. accounts to follow, etc.
    6. 6. Some useful points...• If you don’t follow anyone, there’s no point.• If no one follows you, there’s no point.• Follow people and try interacting. Then they often follow you.• Search for key words or people to follow (e.g. University of Toronto).• Use “tweet” buttons on websites, blogs, journals, etc.• Retweet (RT) your followers’ good tweets (using the link below any tweet). They will do the same for you.• There is an etiquette.
    7. 7. Twitter in the classroom
    8. 8. University of Texas@Dallas Dr. Monica Rankin History Class 90 Students
    9. 9. Video and responses
    10. 10. Operational points Twitter feed displayed live in class Used a new hash tag every week to help students search for specific content  #week1  #week2  #week3, etc.
    11. 11. Rankin’s “best practices” Break into small groups and tweet best ideas – then allow students to respond. TA responded to tweets in real time. Students could also submit “tweets” by hand to the TA who would post them. Used the “favourites” feature to indicate material which might appear on the exam.
    12. 12. Rankin’s Limitations 140 characters limits detail Replies to tweets appear in the normal stream, not attached to the initial tweet. Ranking found this disorienting
    13. 13. Person driving the learning process Professor
    14. 14. Person driving the learning process Professor
    15. 15. University of Wisconsin profefurness
    16. 16. What do students think?[Tara] Johnson says tweeting in Spanish has also helpedher grasp and retain the Spanish language because sheand other students often receive almost instant feedbackon their tweets from Furness."I love tweeting in Spanish!" she says. "It really helpsbuild my Spanish vocabulary and allows me to practicegrammar. And if I happen to tweet a verb in the wrongform, Professor Furness will tweet back within like 10minutes correcting me.”
    17. 17. labMon. 9-11 Wed. 9-11 Thu. 9-11 Fri. 9-11
    18. 18. Mon. 9-11 Wed. 9-11 Fri. 9-11
    19. 19. Twitter writing assignments
    20. 20.
    21. 21. Tweetchat
    22. 22. Tweetkeeper
    23. 23. Hootsuite
    24. 24. Best practices Make it active and  Dunlap, J.C. & relevant to course Lowenthal, P.R. content and (2009). Tweeting assignments the Night Away: Define clear Using Twitter to expectations Enhance Social Model responsible Presence. Journal of Twitter use Information Systems Education. Build Twitter into Retrieved November assessment 19, 2009 Stay active, too.
    25. 25.  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