tweeting, twittering & twitterdom dr matthew coxon

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Tweeting, Twittering & Twitterdom Dr Matthew Coxon

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Page 1: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

Tweeting, Twittering & Twitterdom

Dr Matthew Coxon

Page 2: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

1. To introduce you to the basic tools of twitter; and

2. To share insights and ideas on how twitter may support your teaching.

2

Aims of the next 45 minutes

Page 3: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

In the first half of this workshop we will:

• Follow;

• Tweet;

• Retweet;

• Use @mentions;

• Use hashtags; and

• Use link shorteners.

3

The basic tools of Twitter

Page 4: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

4

Now you can…

• Follow;

• Tweet;

• Retweet;

• Use @mentions;

• Use hashtags; and

• Use link shorteners.

Page 5: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

Twitter has two general

functions:

1. Finding information (your

feed)

2. Sharing information (your

tweets)

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So what is twitter for generally?

Page 6: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

It has many different uses including:

Research;

Interaction;

Dissemination;

Self-promotion;

Reflection;

Engagement;

Feedback;

Networking; and so on.6

And how is Twitter used?

Page 7: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

Live-tweeting of reflections/comments/questions

Pilot study at conference

Made use of hashtags

Projected on to wall during 45 min session

Ten users, 54 tweets

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Example 1 (Ebner, 2009)

Page 8: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

Continuous student evaluations of course

Closed system created (no public views)

Students anonymous

Class ratings + 1 good thing/1 bad thing/general comments

19/20 took part on a regular basis 8

Example 2 (Stieger et al., 2010)

Page 9: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

Multiple Uses: announcements; discussions; personal/academic support; organisation of projects/groups; and assignments.

Experimental group vs. control group;

Positive effect on student engagement ratings; and

Positive effect on marks.

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Example 3 (Junco et al., 2011)

Page 10: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

• Have you heard of other practices?

• Or had an idea yourself?

• Now is the time to share!

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Any other ideas?

Page 11: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

Provide training on basic skills/tools;

Ensure relevance to summative work; and/or

Demonstrate value for specific topic/module/course.

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What considerations are there?

Page 12: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

• You now know how to tweet, to follow, to reply, to mention, and to retweet, making use of link shorteners and hashtags to do everything in 140 characters;

• This can be used to help engage, motivate, and inform students, get feedback, aid collaboration, encourage creativity, and develop reflection.

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Summary

Page 14: Tweeting, Twittering & Twitterdom Dr Matthew Coxon

Ebner, M. (2009). Introducing live microblogging: how single presentations can be enhanced by the mass. Journal of Research in Innovative Teaching, 2(1), 91-100. http://tinyurl.com/ebner2009

Stieger, S., & Burger, C. (2010). Let's go formative: continuous student ratings with Web 2.0 application Twitter. Cyberpsychology, Behavior, and Social Networking, 13(2), 163-167.

Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132. http://tinyurl.com/Juncoetal2011

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Examples from education