All students on the MA Primary Education Programme at the University of Glasgow (Dumfries) were encouraged to tweet during lectures and tutorials in Semesters 1 & 2 for two specific courses in order to determine if it would impact on their engagement and learning. Within weeks, three main types of tweets were identified: questions/answers, reflections and reporting. While this project is still ongoing, early results have been positive. Contrary to the expectation that students would be off-task, the results have shown that during the lecture/tutorial they are reflecting more on the main lecture points, asking (and answering) relevant questions (particularly by students who are traditionally more-reserved) and they are tweeting weblinks and academic references which link to wider reading and engagement with the subject.
1. Learning & Technology Using Social Media to engage students in lecturesA.G. Pate
2. #SCSuccess CriteriaBy the end of the input, I will be able to: list 3 types of posts students can place online during a lecture/tutorial;post comments and questions using TodaysMeet or Twitter;identify the pros and cons of using TodaysMeet or Twitter during a lecture/tutorial;evaluate whether using social media would benefit my students and their learning; 3. #LTDPart A: Learning Through Doing 4. #LTDPart A: Learning Through DoingTodaysMeet poster reinforcingquestioning linkingwww.todaysmeet.comwww.todaysmeet.com/LTAGPDuring this input, use this room to: reinforce; question; link!T O DAY S M E E T. C O MWHAT AM I LOOKING FOR? ReinforcingQuestioningLinkingPurposePurposePurpose Rephrase points in your own words Share your version online Reinforce what you are learning Correct misconceptions Develop a collective mindset of the learning concepts Ask questions anonymously Answer other learners questions. Improve confidence to ask questions without feeling intimidated Share understanding to peers Benefit from instant feedback Post online, relevant sources during the lecture and tweet the link Connect to wider reading and experience Deepen learning about the topic Make links between learning 2014 A.G. Pate Photo: Public Domain CC0. www.pixabay.com/en/binoculars-child-magnification-100590 5. #CDMA Primary Education Child Dev 1 & Child Dev 2Child Dev 1Child Development Theories and Theorists (Semester 1) Cognitive Development (Semester 2)Child Dev 2Physical Development (Semester 1) Emotional and Social Development (Semester 2) 6. #CDMA Primary Education Child Dev 1 & Child Dev 2Child Dev 1 (40 students)1 hour lecture 30 min research discussion 30 min SBL discussionChild Dev 2 (34 students)Flip Teaching: Lecture is a video on Moodle they watch on their own time 45 min research discussion 45 min SBL discussion 30 min lecture discussion (optional) 7. #CDMA Primary Education Child Dev 1 & Child Dev 2Students encouraged to post on TodaysMeet instead of taking notes The lecture notes are available on Moodle so why copy them during class? Students sit in large room - groups of 4 BYOD + some laptops from IT services Students posting individually and/or in collaborative pairs/groups Group responses were named (Group A, B, etc.) which corresponded to tables Students could post responses/questions to groups Time was given for students to visit other groups for face-to-face discussion 8. #PIPractical IssuesNot everyone had a device Low battery Fortunately lots of floor plugs in room Wifi Connection I crashed the campus wifi network on day 1. Ooops! Space Second screen/projector 9. #LILearning IssuesStudents with visual/learning challenges (e.g., dyslexia) Working in groups / providing alternatives such as scribe/reader Multi-tasking (for students & tutor) Comfort Zone Training students to reinforce, question & link effectively Student concern about how to use notes to study 10. #TITeaching IssuesSlight impact on amount taught in first 2/3 weeks due to providing high level of: support training modelling encouragement Appropriateness/professionalism of comments Wasnt an issue after the 2nd week 11. #TITeaching IssuesUntil students find their feet (around week 3) and learn to support others comments, the lecturer has higher level of distractions/deviations due to responding to posts. Sustained engagement throughout term If you make it the norm, the students will treat it as the norm 1st year students less concerned about this methodology than 2nd year students due to not knowing any differently? 12. #TITeaching IssuesAwareness of effective teaching methodologies Giving opportunities to tweet/respond/work in groups during lecture Shampoo methodology (rinse and repeat) 13. #SITMSpecific Issues: TodaysMeetEasy to set up; Can set room to auto-erase after a specific length of time PDFs of conversation can be created and put onto Moodle; No easy way to differentiate between own comments and others; Lack of privacy (if you know the URL, you can join in); Unfamiliar to all students Limited characters to type 14. #SITWSpecific Issues: TwitterLittle bit complex to set up; Cant create PDFs of whole conversation to put onto Moodle; Easy to differentiate between own comments and others; Privacy (if set correctly); Pictures/videos cant be forwarded if its set to private Familiar to most students Use of hashtags (#). Limited characters to type 15. #out3OutcomesBy the 3rd week:three types of posts were identified: reinforcing; questioning; linking. poster created to help foster these types of post student improvement (which continued to improve throughout term) re: responding to others posts if reinforced information incorrect; asking more relevant (and deeper) questions; answering questions instead of tutor; linking to other sources. 16. #out5By the 5th week:Outcomes2nd year students creating their own TodaysMeet rooms to discuss the flip teaching videos throughout the week 1st and 2nd year students asked to try using Twitter instead mostly due to: desire to see own posts; privacy issues Students had mixed feelings about moving from TodaysMeet Issues re: set up (as discussed earlier) 17. #out8OutcomesBy the 8th week: Tutor suggests a return to TodaysMeet. Response: A resounding no. Students ask tutor to number slides (or #) to make it easier when notetaking. Number of students bringing own devices around 80% 1/3 - laptops; 1/3 - smartphones; 1/3 - tablets (mostly iPads) Students prefer own devices to IT Services computers 18. #PTPersonal ThoughtsChallenging to start; Am I being ignored? factor; 2nd year students showed improved engagement over previous year; During discussions, important to respond to each group (reinforcement); Small numbers so not deluged by tweets; Groups made it even more manageable; 3 people discussing & 1 person posting; 1 group discussing & 1 group posting giving each group a different hashtag (#) Time to ask questions to other groups via posts and then visit them face-to-face With larger groups, TAs/various hashtags/rooms may keep it manageable 19. #SCSuccess CriteriaI can: list 3 types of posts students can place online during a lecture/tutorial;post comments and questions using TodaysMeet or Twitter;identify the pros and cons of using TodaysMeet or Twitter during a lecture/tutorial;evaluate whether using social media would benefit my students and their learning;