Presentation given from the LSE NetworkED Seminar Series 2013 on the use of Twitter in Education.
"Since the launch of the micro-blogging service Twitter in 2006 a number of academics have experimented with it's use within education. Examples range from the passive/monologic course announcements to the active/dialogic directed discussion. This workshop will explore some educational 'Twitter hacks' which cover a wide range of activities from a free SMS broadcast system, Twitter for classroom voting and the application of social network analysis to for mining Twitter for actionable insights. As part of this participants will be shown a range of free and open source tools to assist in Twitter data collection and analysis including the Twitter Archiving Google Spreadsheet (TAGS) and NodeXL."
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
What the little birdy tells me: Twitter in education
1. What the little birdy tells me
Twitter in education
Martin Hawksey
@mhawksey
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 1
2. About the Association for Learning
Technology (ALT)
• ALT is the UK's leading membership organisation
in the learning technology field
• Over 1,400 members from a wide range of
disciplines and backgrounds
• We aim to improving practice, promoting
research, and influencing policy.
• LSE is a Organisational Member and staff can
join as Associate Members for free
alt.ac.uk
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 2
3. Things you need to know
• Hashtag for the session ‘#LSENetEd’
• Links and slides http://go.alt.ac.uk/twitterED
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 3
10. Dialogic In-class Backchannel
Outside of Class
Discussions
In-class Directed
Discussion
Uses: extend class discussions,
exchange comments about
readings or questions about
assignments
Uses: Open or guided questions
with student responses collected
for later analysis
Twitter Adoption Matrix
Uses: ad hoc class discussion,
real-time commenting, recording
divergent viewpoints
Benefits: engages less vocal
students, archives otherwise
ephemeral comments
Benefits: community building,
continuity between class sessions
Benefits: engages all students in
discussions in large lecture
classes
Tracking Activities
Lightly Structured
Activities
Metacognitive/
Reflective Activities
Uses: find and follow instructor
experts in the field, or key topics
Uses: solicit course feedback,
offer ambient office hours, poll
class, language or writing practice
Uses: students report on self
learning, articulate their
difficulties, recap the most
valuable lesson of the day
Benefits: exposure to the lager
cultural conversation about the
class material
Benefits: flexibility, availability,
scalability
Benefits: fosters critical thinking
Institutional
communication
Instructor
Communication
Pedagogical
Communication
Uses: community outreach,
Uses: announcements, syllabus
changes, reminders
Uses: sharing timely links and
resources
Monologic alerts, announcements
Passive
Student Activity
Mark Sample’s (@samplereality) Twitter Adoption Matrix
Active
16. Instructor Communication
Outbox
• Using http://dlvr.it to
turn RSS feeds into
tweets
• Alternatively
http://twitterfeed.com
there are others
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 16
29. Social Learning Analytics
Potential uses
• Identifying disconnected students
• Identifying key information brokers within a
class
• Indicating the extent to which a learning
community is developing within a class
• Identify groupings that could support learning
Ferguson & Buckingham-Shum, 2012
• See how conversations connect providing
opportunities for situational awareness
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 29
36. Live Examples
• Setting up TAGS for #LSENetEd
• Example TAGS picking up poll data
• Example TAGS picking tweets to page
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 36
37. Live Examples
• Setting up TAGS for #LSENetEd
• Example TAGS picking up poll data
• Example TAGS picking tweets to page
Caution
“We find that the search API over-represents the
more central users and does not offer an accurate
picture of peripheral activity; we also find that the
bias is greater for the network of mentions”
Gonzalez-Bailon, Sandra and Wang, Ning and Rivero, Alejandro and Borge-Holthoefer, Javier and Moreno, Yamir,
Assessing the Bias in Communication Networks Sampled from Twitter (December 4, 2012). Available at SSRN:
http://ssrn.com/abstract=2185134 or http://dx.doi.org/10.2139/ssrn.2185134
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 37
38. Why
• Mobility – crossing the dived between in and
out of class
• Flexibility – not hard to add functionality and
interface with Twitter service
• Learner communities – opportunity to share
learning within cohort and further afield
• Light intervention – brevity of 140 characters
allows less but more often
• Lifelong – connections made in the class can
support further independent learning
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 38
39. Why not
• Distraction
• Reliance on 3rd party services
• Privacy
• Educational value
• Equality
• [Facebook]
go.alt.ac.uk/twitterED
#LSENetEd
November 12, 2013 | slide 39
[twitter]Festive Tweets: Broadcasting live from http://bit.ly/bwbClk Slides http://slidesha.re/eqTtn6 Link bundle http://bit.ly/jiscwf-s3 #jiscwf #s3[/twitter]