twitter in higher education informa
TRANSCRIPT
Twitter@
dr_at_w
ork
Suku 2011
• Overview
• Web 2.0 – a common scene
• Twitter and Community of Inquiry
• Case Study
• Future
Outline
Suku 2011
What is it ?
• Delivering blended mode of teaching using various technology tools.
• Intended to give rich experience for students
• Extending theory into practice and keeping up with the latest technology
• Engage students in all manners possible to enhance participation, collaboration and discussion
• Education Experience Engineering
Suku 2011
A common scene
• The usage of Web 2.0 technology as part of tertiary learning is increasingly a common scene (see Schroeder et al 2010).
• The uptake of these technologies highlight the importance of social presence to modern teaching approaches consequently influencing educators on how they design, structure and plan teaching and learning activities.
Suku 2011Source: http://www.rossdawsonblog.com/Web2_Framework.pdf
Suku 2011Source: http://www.rossdawsonblog.com/Web2_Framework.pdf
Suku 2011
The
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Suku 2011
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).
Suku 2011
• Background
– A type of microblogging platform
– 140 characters, linked to most social technologies i.e. Facebook, LinkedIn, etc
– Started in 2006 and quickly became popular
– Open API (application programme interface) has appealed to many to develop applications linking Twitter.
Suku 2011
What is Twitter
• How to Tweet
– Allowed to tweet (public and private), @mention, follow friends(or anyone), usage of TinyURL or bit.ty, creation of groups (via list or hashtags), longer than 140 (long update feature)
– Allows posting via Short Messaging Service (SMS) and access via mobile computing devices
– Twitter management tools - TweetDeck, Thwirl, Seesmic, Nambu etc
Suku 2011
Social Presence and Twitter
• Twitter and Social presence– Social presence is important to factors such as
student satisfaction, development of a community of learners, better teaching outcomes etc (see Dunlap & Lowenthal 2009).
– The existence of social presence and the access to online community via Web 2.0 technologies is captured well by Garrison et al’s (2000) Community of Inquiry (CoI) approach.
– 3 elements of CoI (social, cognitive and teaching)
Suku 2011
CoI and Twitter
• Twitter and Community of Inquiry (CoI) – cognitive presence (students’ ability to build meaning
through on going communication by involving individual and social exploration of ideas to develop understanding of a particular issue)
– social presence (students’ capability to present their ideas and identity while being able to develop valuable links with the community for socio-emotional support for learning)
– teaching presence (involving the design and facilitation of the educational experience).
Suku 2011
Case study on Twitter (1/10)
• Objectives– Collaboration and outside class learning - CoI– Real-time learning about current issues in Info Systems– Rich student experience
• Design– Students tweet every week part of tutorial (according to topics)– #leb215 was used along side #cse2642– Tweetdeck to manage(make sense) their communication– Upload tweets to Blackboard– A list of users for both classes– LMS support
Suku 2011
Case study on Twitter (2/10)• Example of tutorial outline
Check your TweetDeck.com updates [5 mins]
• The following has to be all completed with responses via Twitter [30mins]. Make sure to use the #LEB215 #CSE2642 hashtags.
• Find at least 1 online auction site and discuss the following:
– What type of auction it runs
– Is there a time factor involved and was it effective
– Is there an Escrow service
– Is the market fluid
– Security and Privacy
– Payment systems
• Copy and post this weeks tweet in the discussion board under you name with the tittle “week 8 – Online auctions”.*5mins+
Suku 2011
Case study on Twitter (3/10)
• Experience
– Collaboration with Southern Polytechnic California University (cse2642)
– Came in contact with many other educators interested to run trials
– Students discuss in labs not only with the students sitting next to them but anyone in the class (next lab, outsiders and other students worldwide)
– Outside class learning
Suku 2011
Case study on Twitter (4/10)Element
Category(Code)
Indicator Brief coding guidelines Example Tweet
Co
gnit
ive
pre
sen
ce
Triggering event
(CTP)
New topic introduced, Sense of puzzlement
Includes new resource and opinion or ask for
comment
I found an article about WikiLeaks
http://yhoo.it/hrJ6dN #cse2642
Exploration (CEX)
Information exchange
Comments on previously raised
resource, expresses an opinion on a previous tweet, expression of
opinion with no linked resource
Some peoples in the government want to get WikiLeaks branded as a
terrorist organization #cse2642
Integration (CIN)
Connecting ideas
Draws connections from multiple tweets, multiple @s AND multiple URLs, multiple hashtags and
multiple URLS
@Iserguy @VickyBlueWoody Do
AUS parents need edu on how2censor???
http://tinyurl.com/25dd66w
http://tinyurl.com/2g529bx #cse2642 #leb215
Resolution (CRE)
Apply new ideas
Resolves an issue, brings a discussion to a close, uses ideas from
learning material to settle an argument.
N/A
Cognitive presence -
Garrison et al. (2006)
Suku 2011
Social presence - Garrison et
al. (2006)
ElementCategory
(Code)Indicator Brief coding guidelines Example Tweet
Soci
al p
rese
nce
Affective (SAF)
Expressing emotions
Emoticons, text-based expressions of humour egLOL, LMAO, emotionally
loaded words like ridiculous, includes
emotionally laden value judgements e.g fantastic,
brilliant
http://bit.ly/99BFZo This my not be ethical but I still
LOL'ed so hard over the ignorance contained in this
article #cse2642
Open communicati
on (SOC)Risk-free expression
Bold statements, controversial statements
(indicates a level of comfort making them), personal confessions
@dr_at_work the theory "never against a
government" seems perfect in China. lol
Group cohesion
(SGC)
Encouraging collaboration
Replies with an opinion, or asks for clarification,
e.g. RT with agreement, RT with disagreement,
@mention, multiple @mentions, reply with
URL
@Iserguy I think it does, it doesn't allow for every
side to freely express themselves #cse2642
#leb215
Case study on Twitter (5/10)
Suku 2011
Teaching presence -
Garrison et al. (2006)
ElementCategory
(Code)Indicator Brief coding guidelines Example Tweet
Teac
hin
gp
rese
nce
Design and organization
(TDO)
Setting curriculum and methods
Communication on the units, methods, etc Typically staff-staff
communication.
@stefaniemarkham saying hi from down under.
looks like #cse2642 is going well. we #LEB215 will soon participate in
your discussions.
Facilitating discourse
(TFD)
Sharing personal meaning
typically retweet or reply with extra/counter resources, soliciting
clatrification, asking for explanation
RT @Reeseandchips:@Armei
n78 violent video gmes make children mre aggrssive #leb215
#cse2642 -what does this say..http://bit.ly/9IFcgW
Direct instruction
(TDI)Focusing discussion
Provides guidelines on topic and/or format of
discussion
@waacyweng can you retweet and add #leb215
in all ur tweets with #cse2642 students
Case study on Twitter (6/10)
Suku 2011
Case Study on Twitter (7/10)
• Outcome
– Students were very motivated to participate and contribute
– During the collaboration block with SPCU there were more inter-cohort (US) than intra (Australian)
– There less in-depth discussion due to the short period of time and the nature of the class activities.
– Plenty of outside class interaction and exchange of culture
Suku 2011
Case Study on Twitter (8/10)
• Outcome
– Demonstrated that Twitter can be used more than just for social usage
CoI Element Cohort 1 Cohort 2 Both cohorts
Cognitive Presence 37.05 30.46 67.51
Social Presence 11.39 13.43 24.82
Teaching Presence 0.00 6.95 7.67
Total 48.44 50.84 100
Percentage of tweets for each CoI element
Suku 2011
Case Study on Twitter (9/10)
• Challenges
– Students are unfamiliar to the technology or concept
– Students need constant encouragement and direction in the first few weeks
– Week 1 to 3 – content is normally diluted.
– Educators needed to thoroughly think through the tutorial outline - keep the community ‘feel’ and network going
Suku 2011
Case Study on Twitter (10/10)
• Future– More tertiary education will be involved at various
times of 2011 on various topics
– Different institutions will take lead
– Mixed groups of students from various cohorts
– Tweets made Assessable (similar to academic discussion)• Addresses the questions [20%]
• Evidence of using Business-IT related concepts and literature via links [30%]
• Critical analysis and critique of peer postings [50%]
Suku 2011
Questions
f2f or the below?
– E-mail: [email protected]– LinkedIn: http://www.linkedin.com/in/drsuku– Skype: drstudy– Second Life: study writer– Twitter: http://twitter.com/dr_at_work– Blog: http://dratwork.blogspot.com/