Twitter In Higher Education Informa

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Blend them all: F2F, Second Life and Shoutcast

TwitterDr. Suku Sinnappan

Education experience engineering @dr_at_work

1OverviewWeb 2.0 a common sceneTwitter and Community of InquiryCase StudyFuture

2OutlineSuku 20112What is it ?Delivering blended mode of teaching using various technology tools.Intended to give rich experience for studentsExtending theory into practice and keeping up with the latest technologyEngage students in all manners possible to enhance participation, collaboration and discussionEducation Experience Engineering

3Suku 20113A 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. 4Suku 20114

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Source: 20116The Web 2.0 Compilation

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(source: Schroeder et al 2010).8

Suku 20118TwitterBackgroundA type of microblogging platform140 characters, linked to most social technologies i.e. Facebook, LinkedIn, etcStarted in 2006 and quickly became popularOpen API (application programme interface) has appealed to many to develop applications linking Twitter.

9Suku 20119What is TwitterHow to TweetAllowed 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 devicesTwitter management tools - TweetDeck, Thwirl, Seesmic, Nambu etc

10Suku 201110Social Presence and TwitterTwitter and Social presenceSocial 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 als (2000) Community of Inquiry (CoI) approach. 3 elements of CoI (social, cognitive and teaching)

11Suku 201111CoI and TwitterTwitter 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).

12Suku 201112Case study on Twitter (1/10)ObjectivesCollaboration and outside class learning - CoIReal-time learning about current issues in Info SystemsRich student experience

DesignStudents tweet every week part of tutorial (according to topics)#leb215 was used along side #cse2642Tweetdeck to manage(make sense) their communicationUpload tweets to BlackboardA list of users for both classesLMS support

13Suku 201113Case study on Twitter (2/10)Example of tutorial outline

Check your 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 runsIs there a time factor involved and was it effectiveIs there an Escrow serviceIs the market fluidSecurity and PrivacyPayment systemsCopy and post this weeks tweet in the discussion board under you name with the tittle week 8 Online auctions.[5mins]

14Suku 201114Case study on Twitter (3/10)ExperienceCollaboration with Southern Polytechnic California University (cse2642)Came in contact with many other educators interested to run trialsStudents 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

15Suku 201115Case study on Twitter (4/10)16ElementCategory (Code)IndicatorBrief coding guidelinesExample TweetCognitive presenceTriggering event (CTP)New topic introduced, Sense of puzzlementIncludes new resource and opinion or ask for commentI found an article about WikiLeaks #cse2642Exploration (CEX)Information exchangeComments on previously raised resource, expresses an opinion on a previous tweet, expression of opinion with no linked resourceSome peoples in the government want to get WikiLeaks branded as a terrorist organization #cse2642Integration (CIN)Connecting ideasDraws connections from multiple tweets, multiple @s AND multiple URLs, multiple hashtags and multiple URLS@Iserguy @VickyBlueWoody Do AUS parents need edu on how2censor??? #cse2642 #leb215Resolution (CRE)Apply new ideasResolves an issue, brings a discussion to a close, uses ideas from learning material to settle an argument.N/ACognitive presence - Garrison et al. (2006)Suku 20111617Social presence - Garrison et al. (2006)ElementCategory (Code)IndicatorBrief coding guidelinesExample TweetSocial presenceAffective (SAF)Expressing emotionsEmoticons, text-based expressions of humour eg LOL, LMAO, emotionally loaded words like ridiculous, includes emotionally laden value judgements e.g fantastic, brilliant This my not be ethical but I still LOL'ed so hard over the ignorance contained in this article #cse2642Open communication (SOC)Risk-free expressionBold 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. lolGroup cohesion (SGC)Encouraging collaborationReplies 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 #leb215Case study on Twitter (5/10)Suku 20111718Teaching presence - Garrison et al. (2006)ElementCategory (Code)IndicatorBrief coding guidelinesExample TweetTeaching presenceDesign and organization (TDO)Setting curriculum and methodsCommunication 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 meaningtypically retweet or reply with extra/counter resources, soliciting clatrification, asking for explanationRT @Reeseandchips:@Armein78 violent video gmes make children mre aggrssive #leb215 #cse2642 -what does this say.. instruction (TDI)Focusing discussionProvides guidelines on topic and/or format of discussion@waacyweng can you retweet and add #leb215 in all ur tweets with #cse2642 studentsCase study on Twitter (6/10)Suku 201118Case Study on Twitter (7/10)OutcomeStudents were very motivated to participate and contributeDuring 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

19Suku 201119Case Study on Twitter (8/10)OutcomeDemonstrated that Twitter can be used more than just for social usage

20CoI ElementCohort 1Cohort 2Both cohortsCognitive Presence37.0530.4667.51Social Presence11.3913.4324.82Teaching Presence0.006.957.67Total48.4450.84100Percentage of tweets for each CoI element

Suku 201120Case Study on Twitter (9/10)ChallengesStudents are unfamiliar to the technology or conceptStudents need constant encouragement and direction in the first few weeksWeek 1 to 3 content is normally diluted.Educators needed to thoroughly think through the tutorial outline - keep the community feel and network going

21Suku 201121Case Study on Twitter (10/10)FutureMore tertiary education will be involved at various times of 2011 on various topicsDifferent institutions will take leadMixed 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%]

22Suku 201122Questions f2f or the below?E-mail: Life:study writerTwitter:

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