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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.
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Learning & Technology
Using Social Media to engage students in lectures
A.G. Pate
By the end of the input, I will be able to:
Success Criteria
• 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;
#SC
Part A: Learning Through Doing
#LTD
•TodaysMeet poster • reinforcing
• questioning
• linking
•www.todaysmeet.com • www.todaysmeet.com/LTAGP
•During this input, use this room to: • reinforce;
• question;
• link!
Part A: Learning Through Doing
#LTD
T O D A Y S M E E T . C O M W H A T A M I L O O K I N G F O R ?
Purpose • Reinforce what you are learning • Correct misconceptions • Develop a collective ‘mindset’ of the
learning concepts
Purpose • Improve confidence to ask questions
without feeling intimidated • Share understanding to peers • Benefit from instant feedback
Purpose • Connect to wider reading and
experience • Deepen learning about the topic • Make links between learning
Reinforcing • Rephrase points in your own words • Share your version online
Questioning • Ask questions anonymously • Answer other learners’ questions.
Linking • Post online, relevant sources during
the lecture and tweet the link
© 2014 A.G. Pate Photo: Public Domain CC0. www.pixabay.com/en/binoculars-child-magnification-100590
MA Primary Education Child Dev 1 & Child Dev 2
•Child Dev 1 • Child Development Theories and Theorists (Semester 1) • Cognitive Development (Semester 2)
•Child Dev 2 • Physical Development (Semester 1) • Emotional and Social Development (Semester 2)
#CD
MA Primary Education Child Dev 1 & Child Dev 2
•Child Dev 1 (40 students) • 1 hour lecture • 30 min research discussion • 30 min SBL discussion
•Child 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)
#CD
MA Primary Education Child Dev 1 & Child Dev 2
• Students 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
#CD
Practical Issues
• Not everyone had a device
• Low batteryFortunately lots of floor plugs in room
• Wifi ConnectionI crashed the campus’ wifi network on day 1. Ooops!
• Space
• Second screen/projector
#PI
Learning Issues
• Students 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
#LI
Teaching Issues
• Slight impact on amount taught in first 2/3 weeks due to providing high level of:
• support • training • modelling • encouragement
• Appropriateness/professionalism of commentsWasn’t an issue after the 2nd week
#TI
Teaching Issues
• Until 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?
#TI
Teaching Issues
• Awareness of effective teaching methodologies • Giving opportunities to tweet/respond/work in groups during lecture • Shampoo methodology (rinse and repeat)
#TI
Specific Issues: TodaysMeet
• Easy 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
#SITM
Specific Issues: Twitter
• Little bit complex to set up;
• Can’t create PDFs of whole conversation to put onto Moodle;
• Easy to differentiate between own comments and others’;
• Privacy (if set correctly); • Pictures/videos can’t be forwarded if it’s set to private
• Familiar to most students
• Use of hashtags (#).
• Limited characters to type
#SITW
Outcomes
•By 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.
#out3
Outcomes
•By the 5th week: • 2nd 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)
#out5
Outcomes
•By 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
#out8
Personal Thoughts
• Challenging 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
#PT
I can:
Success Criteria
• 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;
#SC