This link has been bookmarked by 82 people and liked by 1 people. It was first bookmarked on 23 Dec 2009, by Julee Waldrop.
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10 May 12
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08 Mar 12
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17 Dec 11
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Engaged students are more likely to take initiative, exert effort, and persevere during learning activities. In addition, when students are engaged in learning, there is increased potential that they will be interested, curious, optimistic, and enthusiastic5 — all positive attributes of a healthy, productive learning environment.
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- Encourage student-faculty contact
- Encourage cooperation among students
- Encourage active learning
- Give prompt feedback
- Emphasize time on task
- Communicate high expectations
- Respect diverse talents and ways of learning
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30 Nov 11
Stephanie ListerEste artículo expresa cómo dos profesores utilizaron Twitter para su clase a distancia del campo de diseño instruccional y tecnología. Exploraron a Twitter como una herramienta instruccional.
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25 Jul 11
Jenny DarrowLearning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement in online-education settings.Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online education.Twitter used as an instructional tool can add value to online and face-to-face university courses that far outweighs its potential drawbacks
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22 Apr 11
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Learning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement in online-education settings.
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Engaged students are more likely to take initiative, exert effort, and persevere during learning activities. In addition, when students are engaged in learning, there is increased potential that they will be interested, curious, optimistic, and enthusiastic5 — all positive attributes of a healthy, productive learning environment.
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Arthur Chickering and Zelda Gamson
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seven “good practice” principles
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- Encourage student-faculty contact
- Encourage cooperation among students
- Encourage active learning
- Give prompt feedback
- Emphasize time on task
- Communicate high expectations
- Respect diverse talents and ways of learning
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- Academic challenge
- Student interactions with faculty
- Active and collaborative learning
- Enriching educational experiences
- Supportive campus environment
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(as well as prominently featured as an NSSE benchmark), is the idea that good practice encourages contact between students and faculty
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knowing one’s instructors well has a positive impact on learning, which may in turn help with retention and successfully accomplishing the goals of the course and program.10 Encouraging student-faculty contact and interaction thus gets at the heart of student engagement
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development of a culture of caring and trust needed for an effective online learning community.
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social presence refers to the sense of another person as being “there” and being “real.”1
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Without a high level of social presence, students can feel isolated and disengaged because of a lack of communication intimacy and immediacy.
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20 with knowledge acquisition “firmly embedded in the social and emotional context in which learning takes place.”21
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Learning takes place in a social context. Higher cognitive processes originate from social interactions,
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Conversation, collaboration, and establishing a community of learners is critical to the teaching and learning process.2
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Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online-education settings.23
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According to Messner, “A PLN, or Personal Learning Network, is a group of like-minded professionals with whom you can exchange ideas, advice, and resources.”27
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Recent reports suggest that only about five percent of faculty use microblogging as a part of instruction32 and that the majority of faculty do not use Twitter at all.3
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explaining our goals (student-faculty connection and enhanced student engagement).
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did not require
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- Establish relevance for students
- Recommend people for students to follow
- Model effective Twitter use
- Encourage students’ active and ongoing participation
- Build Twitter-derived results into assessments
- Continue to actively participate in Twitter
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We provided students with a list of professionals who are active, relevant contributors (in addition to our Twitter IDs and the IDs of other students in the course).
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derived from the knowledge and resource sharing.
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not only consume but also to produce and contribute knowledge and resources to the larger community.
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students should be able to cite tweets in course projects and papers.
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each tweet has a unique and stable URL. (See Figure 4.)
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developing and maintaining a PLN is not simply an academic exercise but rather a lifelong learning skill.3
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these tools are person/people-centered.
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As Porter explained, this person/people-centeredness results in the value of participation being opaque for anyone who is not participating.
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had access to our tweets by incorporating an RSS feed–like Twitter widget in our LMS.
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06 Mar 11
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- Learning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement in online-education settings.
- Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online education.
- Twitter used as an instructional tool can add value to online and face-to-face university courses that far outweighs its potential drawbacks.
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01 Feb 11
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26 Nov 10
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08 Nov 10
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12 Oct 10
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Learning takes place in a social context
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social participation and contribution
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Twitter used as an instructional tool
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Twitter’s potential as a powerful instructional tool outweighs these negative factors
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how to overcome the transactional distance that exists in online courses
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student engagement
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the time and energy students devote to educationally purposeful activities
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knowing one’s instructors well has a positive impact on learning, which may in turn help with retention and successfully accomplishing the goals of the course and program
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social presence refers to the sense of another person as being “there” and being “real
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learning management systems (LMSs)
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a tool that would enable us to establish an ongoing sense of being present at the current moment and able to receive and respond to students immediately, forming a real-time online dialogue and forum for sharing
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Conversation, collaboration, and establishing a community of learners is critical to the teaching and learning process
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part social networking and part microblogging
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a service for friends, family, and co-workers to communicate and stay connected through the exchange of quick, frequent answers to one simple question
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people share ideas and resources, ask and answer questions, and collaborate on problems of practice
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with like interests.
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Twitter is a less bounded, more open networking tool that allows asymmetric relationships
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Twitter attracts more interest-driven participation
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less likely to intrude on students’ personal networking space
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its rapid-response attribute
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Garr Reynolds, Nancy Duarte, Scott McCloud, Will Richardson, George Siemens, and David Warlick, to name a few. We also suggest following relevant professional organizations (EDUCAUSE, Sloan-C), publications (Chronicle of Higher Education, Education Week, EDUCAUSE Review, Wired), and companies (Apple, VoiceThread, SlideShare, Inspiration)
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developing and maintaining a PLN is not simply an academic exercise but rather a lifelong learning skill
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Twitter increases feelings of connectedness
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Joshua Porter (an active blogger on the topic of social web design
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the feedback listeners share
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Back-channeling
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10 Oct 10
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14 Sep 10
J. GiacominiArticle supporting use of Twitter written by Patrick and Joni
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26 Aug 10
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23 Aug 10
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18 Aug 10
Tania ShekoLearning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement in online-education settings.
Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online education.learning twitter education web2.0 educause tweet twitter-education horton socialnetworking
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17 Aug 10
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25 Jul 10
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09 Jul 10
Beth JoswickArticle written by Joni Dunlap and a colleague about the use of twitter in teaching. Gives an interesting perspective on creatively using technology in the classroom. Relates to the idea of novel ideas to old problems.
DSEP7230 Wk6 BJoswick twitter education technology techclassroom
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25 Jun 10
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Susan ManningMore on the use of twitter. Excellent points about reducing transactional distance
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25 May 10
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05 Apr 10
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26 Mar 10
Nicola Kuhnexcellent article must check out sidebar link
twitter education web2.0 educause blog communication communityoflearners
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the negative commentary focused on three things:
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Twitter takes too much time, the content is of questionable value, and it promotes social (or, anti-social) myopic-nes
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Twitter, despite its drawbacks (and really the drawbacks of social networking in general), can add value to online and face-to-face university courses.
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We are concerned with student engagement, including how to overcome the transactional distance that exists in online courses
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Engaged students are more likely to take initiative, exert effort, and persevere during learning activities. In addition, when students are engaged in learning, there is increased potential that they will be interested, curious, optimistic, and enthusiastic5
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Arthur Chickering and Zelda Gamson6 provided a framework for student engagement based on 50 years of research on educational effectiveness
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- Encourage student-faculty contact
- Encourage cooperation among students
- Encourage active learning
- Give prompt feedback
- Emphasize time on task
- Communicate high expectations
- Respect diverse talents and ways of learning
-
1996, Chickering and Stephen Erhmann applied the original Chickering and Gamson framework to online education.
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good practice encourages contact between students and faculty.
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knowing one’s instructors well has a positive impact on learning, which may in turn help with retention and successfully accomplishing the goals of the course and program.10 Encouraging student-faculty contact and interaction thus gets at the heart of student engagement in online-education settings.
-
social presence refers to the sense of another person as being “there” and being “real.
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Web 2.0 tools have been a godsend in supporting our student-engagement efforts to achieve enhanced social presence in our online courses
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By enabling us to connect and work with our students outside of the LMS, Web 2.0 tools — specifically social-networking tools — allow us to establish natural, free-flowing, just-in-time contact with students, and them with us. (See Figure 2.) The Web 2.0 tool that has helped us achieve this objective more than any other is Twitter. (See Figure 3.
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Learning takes place in a social context. Higher cognitive processes originate from social interactions,20 with knowledge acquisition “firmly embedded in the social and emotional context in which learning takes place.”21 Conversation, collaboration, and establishing a community of learners is critical to the teaching and learning process.22 Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online-education settings.23
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In 140 characters or less, people share ideas and resources, ask and answer questions, and collaborate on problems of practice.
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Educators, specifically, are using Twitter to establish and develop personal learning networks.26 According to Messner, “A PLN, or Personal Learning Network, is a group of like-minded professionals with whom you can exchange ideas, advice, and resources.”27
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Social media researchers like to differentiate between friendship-driven and interest-driven types of participation in social media and social-networking sites.28 This differentiation, in part, is due to structure and functionality. Twitter is a less bounded, more open networking tool that allows asymmetric relationships.
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witter you can follow someone who does not follow you; someone can follow you that you do not follow in retu
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witter attracts more interest-driven participation
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When using Twitter for instructional purposes, therefore, we are less likely to intrude on students’ personal networking space.
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Steve Thorton:
[Twitter] seems to live somewhere between the worlds of email, instant messaging and blogging. Twitter encourages constant “linking out” to anywhere and, in that respect, is more analogous to a pure search engine; another way to find people and content all over the Net.31
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- Users do not have to log in to Twitter to receive updates if using an RSS feed.
- Twitter provides an interactive, extensible messaging platform with open APIs.
- The read page is the same as the write page, which allows for a more seamless exchange.
- A number of other applications are available to make Twitter more useful, such as Twirl, TweetDeck, Twitterific, and Digsby.
Because of these features, Twitter was a viable option for us to establish free-flowing, just-in-time communication with our online students.
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Recent reports suggest that only about five percent of faculty use microblogging as a part of instruction32 and that the majority of faculty do not use Twitter at all.
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- Establish relevance for students
- Recommend people for students to follow
- Model effective Twitter use
- Encourage students’ active and ongoing participation
- Build Twitter-derived results into assessments
- Continue to actively participate in Twitter
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With Twitter, as with all social-networking tools, the value of the experience hinges on three things: (1) who you are connected to and with; (2) how frequently you participate; and (3) how conscientious you are about contributing value to the community.
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We provided students with a list of professionals who are active, relevant contributors (in addition to our Twitter IDs and the IDs of other students in the course).
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We shared examples of professionally appropriate ways to engage in and with the Twitter community.
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We encouraged students to share their knowledge, work, and discovered resources (blog posts, YouTube videos, Web 2.0 tools, etc.) with the Twitter community.
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we have found that much of the value people, especially educators, get out of Twitter is derived from the knowledge and resource sharing.
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get our students to not only consume but also to produce and contribute knowledge and resources to the larger communit
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We allowed students to cite tweets in their course projects and papers (as an electronic source of information).
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We frequently contributed our own status updates, ideas, resources, and so on.
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a lifelong learning skill.
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we believe that if Twitter participation is initiated by a learning need and subsequently driven by learning goals and objectives, then the activity is relevant and purposeful, and Twitter time is time well spent.
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Joshua Porter
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“opaque value” problem
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he communities that spring from these tools are person/people-centered.
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witter engages students in a professional community of practice (CoP),38 connecting them to practitioners, experts, and colleagues.
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When students connect with the professional CoP, it is a great way for them to share and get feedback on their ideas, work, and products and thus establish themselves as contributing members of the community
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students networked with the authors of the texts they read in their courses,
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Students used Twitter to promote new blog entries
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- Enhanced social presence
- Student engagement
- Professional preparation
We believe that our focused use of Twitter has lead to positive results in terms of:
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Back-channeling is a term linguists use to refer to the feedback listeners share — without interrupting the speaker — related to their developing understanding and appreciation of what is being said, which is then monitored by the speaker.
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o tweckle is to “abuse a speaker only to Twitter followers in the audience while he/she is speaking.”43
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it can distract those who actually do not want to participate in the back channel and enable tweeters to take over a talk via the Twitter stream, thus making the back channel the front channel
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Polling can enhance student engagement during a class as well as provide information regarding the students’ conceptual understanding. One approach to using Twitter as a polling tool is to engage students in think-pair-share activities during lectures and presentations. Faculty pose a question to students, students think about their responses, and then students tweet their answers. Next, students confer with one to two partners sitting close by, and then retweet answers. This approach fosters student engagement by providing a clear structure for students to reflect, discuss, and self-assess.
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Social-networking tools offer us unprecedented ways to connect, share, participate, and contribute in a variety of activities.
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- Allows for the just-in-time, free-flowing connection between and among students and faculty needed to support student engagement, especially in online-education settings
- Helps students build relevant PLNs that support their learning and professional development while enculturating them into the professional CoP
- Encourages students to reflect on what they share publicly and how to use Web 2.0 tools like Twitter to establish a professionally appropriate footprint
- Allows us to continue our connections with students long after our courses end
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In social-networking communities, all voices are welcome if they serve to advance the community’s understanding of the world.
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23 Mar 10
Antonio VantaggiatoGood article on Twooter special value for use in education, from Educause Quarterly, 2009.
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23 Feb 10
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13 Feb 10
Glenda MorrisGreat article on using Twitter to support higher education
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11 Feb 10
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10 Feb 10
Chris Bigenho"# Learning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement in online-education settings.
# Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online education.
# Twitter used as an instructional tool can add value to online and face-to-face university courses that far outweighs its potential drawbacks." -
08 Feb 10
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01 Feb 10
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24 Jan 10
Chris Bell"Because social-networking tools are forums for personalized, socially focused conversations, the communities that spring from these tools are person/people-centered. As Porter explained, this person/people-centeredness results in the value of participation being opaque for anyone who is not participating. To address this problem, we made sure that students who chose not to participate (because the value of participation is opaque for them) had access to our tweets by incorporating an RSS feed–like Twitter widget in our LMS. (See Figure 5.) Many widgets like these can be found online, although we should note that this particular widget has limitations. As seen in the example in Figure 5, the widget only displays Joni’s posts, not the back-and-forth exchanges between her and members of her network. Students might incorrectly assume that the interaction is one-sided and less than dynamic. Besides keeping students apprised of the resources we shared via Twitter, however, this widget allowed them to vicariously discover Twitter’s value. Some students later chose to join us in Twitter because they had a better understanding of what they were getting into because its value was less opaque. Ultimately, we found that Twitter helped us achieve our student-engagement objective, but we also quickly discovered that students’ Twitter participation led to other notable instructional outcomes."
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Although there are many definitions of student engagement, we see it as the time and energy students devote to educationally purposeful activities and the extent to which the university encourages students to participate in activities that lead to their academic success.
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With Twitter, as with all social-networking tools, the value of the experience hinges on three things: (1) who you are connected to and with; (2) how frequently you participate; and (3) how conscientious you are about contributing value to the community. Therefore, to establish relevance and to make sure students got off to a good start, we took the following steps:
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17 Jan 10
Carol HolzbergAnnotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.educause.edu%2FEDUCAUSE%2BQuarterly%2FEDUCAUSEQuarterlyMagazineVolum%2FHortonHearsaTweet%2F192955
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Twitter’s potential as a powerful instructional tool
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Engaged students are more likely to take initiative, exert effort, and persevere during learning activities. In addition, when students are engaged in learning, there is increased potential that they will be interested, curious, optimistic, and enthusiastic5 — all positive attributes of a healthy, productive learning environment.
-
Conversation, collaboration, and establishing a community of learners is critical to the teaching and learning process.22 Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online-education settings.2
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14 Jan 10
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13 Jan 10
Lyn HayGreat article on using Twitter to support higher education
INF5SN twitter online_pedagogy online_collaboration microblogging educause e-learning learning2.0 for:sissocialmedia
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09 Jan 10
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08 Jan 10
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07 Jan 10
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06 Jan 10
Michelle Hudiburg* Learning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement in online-education settings.
* Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online education.
* Twitter used as an instructional tool can add value to online and face-to-face university courses that far outweighs its potential drawbacks. -
04 Jan 10
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03 Jan 10
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30 Dec 09
Elizabeth ClarkLearning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement in online-education settings. Because of their fundamental reliance on social participation and
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28 Dec 09
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26 Dec 09
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- Encourage student-faculty contact
- Encourage cooperation among students
- Encourage active learning
- Give prompt feedback
- Emphasize time on task
- Communicate high expectations
- Respect diverse talents and ways of learning
Arthur Chickering and Zelda Gamson6 provided a framework for student engagement based on 50 years of research on educational effectiveness. Their framework includes a list of seven “good practice” principles that have guided student-engagement practice and research for the last 20-plus years:
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24 Dec 09
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23 Dec 09
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Mark SmithersOur path to Twitter as an instructional tool was pretty straightforward. We teach online university-level courses in the field of instructional design and technology and constantly look for ways to enhance students’ experience in the online-education sett
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