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Engaging Students with TWITTER

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Post on 11-Nov-2014




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How to use twitter in the university classroom. Presentation by Dr. Lisa Trentin.


  • 1. Engaging Students with TWITTER
  • 2. What is TWITTER? Created in 2006, its a micro-blogging social media tool that provides real time information from real people. Profile: Twitter page displaying information about a user, as well as all the tweets they have posted. Tweets: messages of up to 140 characters. Followers: people who subscribe to/receive your tweets; updates appear on twitter feed. Lists: curated groups of Twitter users; used to tie specific individuals to a group or topic. Hashtags: a word prefixed by a pound sign (#) to mark keywords or topics in a tweet.
  • 3. Teaching with TWITTER Twitter Adoption Matrix by Mark Sample, 2010.
  • 4. COMMON QUESTIONS INSTRUCTORS: Do I have to follow all of my students in order to teach with Twitter? How often should I require my students to tweet? What should my students tweet about? How do I monitor who tweets what and how often? How much of an investment of time will Twitter require (account set-up, tweeting, archiving, assessing tweets)? STUDENTS: Are we being graded on this?
  • 5. USING TWITTER IN CLA COURSES 2012-2013 CLA101: Introduction to Classical Civilization (200) CLA201: Greek & Latin in Scientific Terminology (100) CLA204: Introduction to Classical Mythology (250) CLA231: Introduction to Roman History (120) CLA237: Introduction to Greek Culture & Society (100) (varying degrees of success and engagement)
  • 6. TWITTER: MAKING IT COUNT ASSESSMENT 1) Participation (10% of overall mark); Classes will combine both formal lectures as well as tutorial-style discussion; as such, there will be ample opportunity for students to raise questions and engage dialogue. This will involve and require active participation from all members of the group in terms of preparatory reading, general questions and close textual and/or visual analysis. Students will be asked to complete a variety of activities to account for attendance and participation, both in class and via Blackboard Discussion Board and/or Twitter.
  • 7. TWITTER: THE 5Ws Whos on it? Who can I follow? What is it? What can it do for me? Where can I find others? When do I use it? When should I tweet? Why use it? Why use it in the classroom?
  • 8. You might also want to follow: @UTMstudentlife @UTMlibrary @UofTMississaugaSU @UTMBookstore @UTMRegistrar @UTMHelpdesk @TheMediumUTM @utmONE @rezTWEET (UTM Residence) @UTMTV (online television) @utmHCC @UTMHS (Historical Studies) @DrLisaTrentin
  • 9. TWITTER Teaching & Learning You can follow me @DrLisaTrentin Please JOIN the CLA201-2013 LIST for fellow course twitterati Use the hashtag #CLA201 for all course-related tweets Acceptable use of Twitter for this course: Communication: Share questions with your peers relating to class lectures, readings, quizzes, etc. Post news and interesting information related to topics in the course Reflective Thinking: Sum up the most valuable lesson of the lecture answer specific questions posed Networking: Find and follow experts in the field of Classics, Archaeology, History and many other disciplines! FYI Important! It is a serious academic offense for students to post threatening or profane tweets. Separate personal tweets from course-related tweets by using LISTS and appropriate HASHTAGS#
  • 10. ENGAGING WITH THE DISCIPLINE YOUR TASK: Find a scholar in: a) the field of Classics (or Archaeology or Art History or History) AND b) your major field of interest. Follow this scholar throughout the term to see what kinds of things s/he tweets End of term we will evaluate the value of these tweets
  • 11. ENGAGING WITH THE COURSE YOUR TASK: Follow the instructor to receive important information on: course announcements, assignment deadlines, lecture updates, tweets of interest from the wider Classics community. Tweet according to course related requirements: reflective thinking, further thoughts, quizzes, exam, etc.
  • 12. The photo below was taken at St. Josephs Hospital in Toronto. Examine the photo. Choose one word, subdivide so as to show prefixes, BASES, suffixes and combining vowels. Give the etymological definition of the word. If the actual meaning differs, give that as well. HOMEWORK (TWITTER OR BB)
  • 13. ENGAGING WITH EACH OTHER YOUR TASK: Follow the course Twitter list to connect with students outside of class: obtain notes, arrange study groups, review course material, etc. Follow one another: networking opportunities, shared communication, etc.
  • 14. STUDENT FEEDBACK It gives me a voice when I cant/dont want to participate in class. I can connect with other students in the class. I dont use Twitter because its intimidating. But I like that the Twitter feed is on Blackboard so I can see what kinds of things others tweet. I would maybe use it if it was required in other courses. I dont like Twitter. Not enough space to write what I need. I use Blackboard instead. Twitter is good. Gets to the point. Dont have to write so much (unnecessarily) as on BB. Never used it in classes but I think it works.
  • 15. KEEPING TRACK OF TWEETS Create a permanent Twitter archive: monitor who is tweeting what, when and how often. Most apps are free and can export archive into Excel or Office spreadsheets. Try: HootSuite Archives; Tweet Archivist; TweetDoc; Twitter Archive Google Spreadsheet
  • 16. Beyond the Classroom: Why Should You Use TWITTER? make and maintain connections with others in your field, find out about interesting projects and research, crowdsource questions and technical problems. Its the LinkedIn, Academia.edu of social media!
  • 17. Helpful Resources Lehmann, K. and Chamberlin, L. 2011. Twitter in Higher Education, pp. 375-391 in C. Wankel, ed. Educating Educators with Social Media. Emerald Group Publishing. Tyma, A. 2011. Connecting with what is out there! Using Twitter in the large lecture, Communication Teacher 25.3: 175-181. Young, J. 2010. Teaching with Twitter: not for the faint of heart, in Education Digest: Essential Readings Condensed for Quick Review. Wright, N. 2010. Twittering in teacher education: reflecting on practicum experiences, The Journal of Open, Distance and e- Learning 25.3: 259-265. There are also a slew of online resources under the blog ProfHacker from The Chronicle of Higher Education.