live dissection of a twitter-based educational activity
DESCRIPTION
This presentation, containing slides from @nlafferty, @e_hotersall and myself, was used at a workshop for the ASME ASM conference, the 16th of July 2014 in Brighton (ASMEASM2014).TRANSCRIPT
Photo paukrus- Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/paukrus/4093830467/
LIVE DISSECTION
of a Twitter-based educational activity
ASME 2014Brighton
Annalisa Manca - @annalisamancaEducational TechnologistSchool of Medicine
Ellie Hothersall - @e_hothersallPublic health doctor and theme lead for public health teaching School of Medicine
Natalie Lafferty- @nlaffertyDirector Technology in Learning at the College of Medicine, Dentistry & Nursing
WELCOME
AIMS, OBJECTIVES AND OVERVIEW
• Become familiar with Bandura’s social learning theory • Understand self-efficacy and why it matters for learning, especially when using
new technologies• Deconstruct learning activities to find
what helps students’ learning and what doesn’t
• Plan, design and run a successful online learning activity based on discussion
• Recognise cognitive load, what contributes to it and how to deal with it
• Facilitate reflection about social learning and group dynamics in an online-based medical education activity
SETTING THE SCENE
http://www.flickr.com/photos/sookie/31219031/
TECHNOLOGY IS DRIVING
@nlafferty
Learning … Any time, any where, any place
At work … home … on the gohttp://www.flickr.com/photos/earlysound/4490601295/ @nlafferty
No longer restricted to libraries & formal learning
@nlafferty
MOOCs
Massive Open Online Courseshttp://www.flickr.com/photos/fantasticalmonkey/231718162/ @nlafferty
@nlafferty
Free Open Access Meducation #FOAMed
@nlafferty
http://lifeinthefastlane.com/foam/@nlafferty
Supporting MedEd
@nlafferty
Changing how we work @nlafferty
@nlafferty
PERSONAL (and PERSONALISED) LEARNING
http://www.flickr.com/photos/dalelane/9148453585/
Education … teaching and learning … looks different for each of us
@nlafferty
Signposts to learning
“Guide on the side”http://www.flickr.com/photos/23958473@N06/2302082384/ @nlafferty
PREP
Activity – How to …
• Make an account – use a memorable @ (can change this at a later date)
• Follow some people – search
• Start tweeting!
• Use #asmeasm2014 for all your messages during the conference
First task – in pairs
• Introduce each other on Twitter
• Have you ever participated in a twitter chat? Did you find it useful for your learning?
• Remember your ‘mentions’ and hashtags
• Include #asmeasm2013 and #TLiDi in your answer please!
HISTOLOGY
Photo from Wikimedia
Hashtags – used to categorise tweets. You can use multiple in a single tweet.
Mention – Natalie tagged another user by using their @twitter name
URL – it can be shortened using URLshortner services
Reply
View the whole conversation between @nlafferty and @BDHodges1
Profile picture
Name Username
Anatomy of a Tweet
Retweet to share to your followers
Favourite
Do moreRT – RetweetMT – Modified tweet
<140 characters_
GROSS ANATOMY
Photo from Wikibooks
Activity – in pairsObserve conversations via #hashtags
#FOAMed#wenurses#ukmeded#phdchat#ASMEASM2014 • Is there a discussion going on?
• Similarities and differences from normal conversations
• Are the tweets mainly a “monologue”?
• Is there proper interaction?• Content of tweets
PATHOLOGY – elements that can make stuff go wrong
Human behaviour(learning)
environment
behavioural patterns
affective and cognitive
factors
• self-efficacy• practice
• expectations• knowledge• attitudes
• community• norms• social system
Bandura’s social learning theory (1971)
Self-efficacy (Bandura, 1977)
1977 2004 2008phobias PTSD education/technology
An individual’s belief in their ability to succeed in producing a particular outcome (Bandura 1977)
self-efficacy
motivation
skills
teacherdirection
supp
ort
ince
ntive
s
mat
erial
tools
tasks
Educational activity as a scaffolding structure
https://w
ww
.flickr.com/photos/gavatron/10037318335/
information overload
Self-efficacy expectations
Performance accomplishment
Vicarious experience
Verbal persuasion
Physiological states
Behaviour/Learning
• Personal mastery / success• Based on authentic experience• It can influence self-motivation
• Inferences from social comparison
• Observation and interaction with others
• Experience
• Encouragement from tutors and peers
• Not based on experience
• Emotional arousal can debilitate performance
Building self-efficacy expectations
Self-efficacy expectations
Performance accomplishment
Vicarious experience
Verbal persuasion
Physiological states
Behaviour/Learning
Building self-efficacy expectations - in practice
• Model the educational experience around students’ learning needs
• Consider pre-existing knowledge and environment
• Encourage communication and interaction
• Set appropriate level of difficulty
• Teacher accountability• Moderation skills• Leadership and
engagement• Peer support
• Help students overcome fear and anxiety related to performance
• Early acquaintance with tools
PROSECTION
Based on previous work by nhssm.orgOriginal scenarios written by Mr Alex Talbott and Dr Chloe Sellwood Twitter chat with Social Media emphasisEasy to tweak to student focus
http://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/sneezeInLine_0.jpg Creative Commons
Origins of #fluscenario
4. (To understand there is more to public health than drinking water and inequalities)
Warming up
Introduced during Respiratory Block lectures
“Introduction to Twitter” sessions from TILT team
Encouraged to get Twitter account and start using in advance
Photo: Simon Schoeters/Creative Commons
Phase 1
• Background• Preparation
Phase 2
• Early outbreak• Communication and risk
Phase 3
• Late outbreak• Prevention and mitigation
Phase 4
• Wrap up• Lessons learned
Outline
http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5
http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5
http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5
Image: Leximancer.com
“Whooping cough: Three more babies die in outbreak http://t.co/VXAIC5Bu #fluscenario”
“Reading about the emergence of multidrug-resistant TB and automatically relating this to the spread of #fluscenario. Hello Library Weekends.”
Application
Table 2: Participation data for both cohorts.
2012 2013
Total number of students in year 184 127
Students participating via Twitter (%) 160 (87) 119 (94)
Total number of tweets 2,987 3,965
Mean number of tweets per student (range)
13.8 (1-88) 21.2 (1-105)
Connections between students 5215 1939
What happened?
“I found #fluscenario irrelevant as it didn't have much relevance to the respiratory block.”“…waste of time”
“I enjoyed using twitter as a new way of teaching and I feel like I learnt a lot from the opportunity to discuss the flu scenario with my peers.”“The fluscenario was a personal highlight for me, I really found it beneficial.” B+
Evaluation
Twitter is too public
I did not feel confident using Twitter
I did not feel like I had the time to do it
It wasn't interesting
140 characters are not enough to express yourself properly
Other
0%
25%
0%
13%
63%
0%
15%
11%
11%
6%
35%
22%
2012 2013
https://storify.com/DundeePublicH/fluscenario-week-3-summary
https://storify.com/lucyamee/an-e-coli-outbreak-o157
DO IT YOURSELFSon of Frankenstein, 1939
DO IT YOURSELF
Activity
• From the principles of Bandura’s theory and the #fluscenario example, design a social-media based educational intervention
• Plan the whole structure (remember it is a scaffolding activity)
Son of Frankenstein, 1939
Self-efficacy expectations
Performance accomplishment
Vicarious experience
Verbal persuasion
Physiological states
Behaviour/Learning
Building self-efficacy expectations - in practice
• Model the educational experience around students’ learning needs
• Consider pre-existing knowledge and environment
• Encourage communication and interaction
• Set appropriate level of difficulty
• Teacher accountability• Moderation skills• Leadership and
engagement• Peer support
• Help students overcome fear and anxiety related to performance
• Early acquaintance with tools
WRAP UP
It’s all about the learning, not the technology!
http://www.flickr.com/photos/toolstop/4546017269/
Don’t lose focus … Don’t be dazzled by the technology
@nlafferty
Start with how you want to teach …Not with technology
One size doesn’t fit all
@nlafferty
http://www.flickr.com/photos/8007281@N08/3259845278/
Develop a teaching & learning toolkit
@nlafferty
@nlafferty
THANK YOU
@annalisamanca
@e_hothersall
@nlafferty
• (Slide 14) Mesko, B. (2011). Online medical content curation and personal time management with Web 2.0: an exciting era. Cellular Therapy and Transplantation (CTT), Vol. 2, No. 8
• (Slide 26) Bandura, A. (1971). Social Learning Theory. New York: General Learning Corporation.
• (Slide 27) Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, Vol 84, No. 2, pp 191-215.
• (Slide 27) • Caprara. (2008). Longitudinal analysis of the role of perceived self-
efficacy for self-regulatory learning in academic continuance an achievement, Journal of Educational Psychology, 100(3) 525–534
References