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  • Rick Reo's Twitter Adoption Assessment Tool

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    Mark Sample
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    This document outlines different levels of educational use for Twitter in a course context: 1. Active uses include using Twitter for in-class discussions, collecting viewpoints, and supporting spontaneous learning activities. 2. Passive uses include following instructors/experts, gathering course feedback, and participating in institutional communication. 3. The document also provides examples of using Twitter for outside-of-class discussions, directed in-class discussions, tracking activities, metacognition, and instructor communication.

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    Rick Reo's Twitter Adoption Assessment Tool, designed for George Mason University

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    This document outlines different levels of educational use for Twitter in a course context: 1. Active uses include using Twitter for in-class discussions, collecting viewpoints, and supporting spontaneous learning activities. 2. Passive uses include following instructors/experts, gathering course feedback, and participating in institutional communication. 3. The document also provides examples of using Twitter for outside-of-class discussions, directed in-class discussions, tracking activities, metacognition, and instructor communication.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
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    1K views2 pages

    Rick Reo's Twitter Adoption Assessment Tool

    Uploaded by

    Mark Sample
    This document outlines different levels of educational use for Twitter in a course context: 1. Active uses include using Twitter for in-class discussions, collecting viewpoints, and supporting spontaneous learning activities. 2. Passive uses include following instructors/experts, gathering course feedback, and participating in institutional communication. 3. The document also provides examples of using Twitter for outside-of-class discussions, directed in-class discussions, tracking activities, metacognition, and instructor communication.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
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    Adoption Assessment Tool

    Twitter as Learning Tool -- Levels of Educational Use


    Twitter is defined in a course context as a light-weight micro blogging platform used to support micro interactions and social
    networking in the service of student community building, discussions, tracking & reporting, metacognition and a variety of
    spontaneous learning activities. [As David Pogue said, “Twitter is whatever you make of it.”]

    In-class Back Channel for Outside of Class Discussions In-class Directed Discussion (Rankin
    Discussion style)
    Used to collate classroom views
    Active Used to support ad hoc class Open question/topical discussion format
    discussions or lecture commenting • Setup topics with separate 1. Use semi-anonymous Twitter stream
    (use hashtags to categorize real- twitter accounts or hashtags of comments to lead discussions
    time, on-task chatter/texting • Students initiate and/ or follow (requires TweetDeck screen refresh)
    (M.Sample) topics and participate in 2. Twitter aggregates and collates
    discussion per instructor student responses to separate
    protocols asynchronously. webpage
    3. End of class large group processing
    4. Optional step to analyze aggregated
    Good for community building, content (could be used as makeup
    Good for monitoring key points in a discussions, assignments assignment for missed class)
    discussion, collating viewpoints
    Good for engaging all students in
    discussions in large lecture classes
    (monitoring key points, collating
    viewpoints)
    Lightly Structured Activities Tracking Activities Metacognition/Self-regulation
    (low threshold) • find and follow instructor, Student activity to share resources and
    Follow some instruction and Tweet experts, topics report on self learning events like difficult
    about it topics, interesting applications etc.
    • gather course feedback Feedback Activities - Muddiest point
    • ambient office hours • language or writing practice - One thing I learned most (S.Klein)
    Passiv • poll class (e.g., identify an
    object (D.Cohen)
    e
    Institutional communication Instructor communication channel Broadcast course links and share
    channel (outreach, alerts etc.) (e.g., announcements, reminders) resources

    Prepared by Rick Reo on behalf of DoIT/LSS, 9/09


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    (Implement only, assessment not factored in here)

    Prepared by Rick Reo on behalf of DoIT/LSS, 9/09

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