I’ve used Twitter for over four years and have integrated Twitter into my teaching for the past three. The practice evolves with time, and with the preferences of different groups of students, but it’s been a fascinating learning experience. A few examples:
We use Twitter in a 2nd year BSc Computer Science and IT course, Professional Skills, which focuses on research and communication skills, digital literacies, and social media. We use #ct231 as a course hashtag for our Twitter conversations. I also tweet from a course Twitter account @CT231 — this allows people to easily find our course on Twitter (and thus our course website) and allows students to Direct Message (DM) me, which has proven to be a popular alternative to emailing for many students.
Yesterday, Thom Cochrane posted this dynamic image, made with TAGSExplorer (thanks @mhawksey!), showing the activity on the course hashtag #ct231 for the past week (click the image for a dynamic version).
It’s still early in the term, but this is a fascinating glimpse into our interactions on Twitter. In addition to the expected heavy activity from @CT231 and @catherinecronin, many students appear in the network, mostly as a result of our Twitter conversation in class yesterday. Well done to all! @sharonlflynn (from CELT at NUI Galway) and @fboss (Education Officer and moderator of #edchatie) were active participants in our conversations, as well as several other educators in Ireland and beyond.
Also appearing in the #ct231 Twitter discussions this week are the participants in #icollab, an active network of students and educators who communicate and learn together across institutions and timezones (Ireland, UK, Spain, France, Germany, New Zealand, Australia). CT231 is happy to be a part of this great network. Thanks to #icollab participants: @ThomCochrane, @heloukee, @mediendidaktik, @marett, @averillg and our newest and welcome additions, @topgold and @spacelyparts.
Finally, thanks to Nathan Jurgenson (@nathanjurgenson) and Alice Marwick (@alicetiara) who popped into our Twitterstream yesterday after learning (via a tweet) that we were studying and discussing their work in class yesterday morning; we aim to engage with you further during the term. Using Twitter, some students shared their summaries of key points from the articles, others posted their own thoughts. In any case, live interactions with authors whose work we are studying is one of the superpowers of Twitter, so we thank Nathan and Alice for joining in.
— Thomas Keane (@TomDKeane) October 1, 2013
— Ryan Hehir (@RyanHehir1) October 1, 2013
"Social media information is broadcast to be looked at, as such people can look closely."This normalises activities such as stalking. #CT231
— Michael Fox (@mickneedscoffee) October 1, 2013
#ct231 pre digital social media, people took note of their environs, how about now? Does plugging yourself out amount to the same thing?
— Anthony Jackson (@jtony123) October 1, 2013
— nathanjurgenson (@nathanjurgenson) October 1, 2013
There’s much more to say and to study about teaching and learning with social media tools like Twitter. This quick snapshot of one week is one small contribution. Many thanks to Thom Cochrane for running and sharing the TAGSExplorer analysis.
— Sharon Flynn (@sharonlflynn) October 1, 2013
My answer to the question is yes.
Texts studied in CT231 class and discussed via Twitter (1st October 2013):
The IRL fetish by Nathan Jurgenson (2012)
The public domain: Surveillance in everyday life by Alice Marwick (2012)
Teens, social media and privacy – Pew Internet & American Life Project (2013)
George Saunders’s advice to graduates New York Times article by Joel Lovell (2013)