1. Twitter Dr. SukuSinnappan Education experience engineering @dr_at_work

2. Overview Web 2.0 – a common scene Twitter and Community of Inquiry Case Study Future 2 Outline

3. What is it? Delivering blended mode of teaching using various technology tools. Intended to give rich experiencefor students Extending theory into practice and keeping up with the latest technology Engage students in all manners possible to enhance participation, collaboration and discussion Education Experience Engineering 3

4. A common scene The usage of Web 2.0 technology as part of tertiary learning is increasingly a common scene (see Schroeder et al 2010). The uptake of these technologies highlight the importance of social presence to modern teaching approaches consequently influencing educators on how they design, structure and plan teaching and learning activities. 4

5. Source: http://www.rossdawsonblog.com/Web2_Framework.pdf 5

6. Source: http://www.rossdawsonblog.com/Web2_Framework.pdf 6

7. The Web 2.0 Compilation Source: http://www.flickr.com/photos/briansolis/2735401175/ 7

8. (source: Schroeder et al 2010). 8

9. Twitter Background A type of microblogging platform 140 characters, linked to most social technologies i.e. Facebook, LinkedIn, etc Started in 2006 and quickly became popular Open API (application programme interface) has appealed to many to develop applications linking Twitter. 9

10. What is Twitter How to Tweet Allowed to tweet (public and private), @mention, follow friends(or anyone), usage of TinyURL or bit.ty, creation of groups (via list or hashtags), longer than 140 (long update feature) Allows posting via Short Messaging Service (SMS) and access via mobile computing devices Twitter management tools - TweetDeck, Thwirl, Seesmic, Nambu etc 10

11. Social Presence and Twitter Twitter and Social presence Social presence is important to factors such as student satisfaction, development of a community of learners, better teaching outcomes etc (see Dunlap & Lowenthal 2009). The existence of social presence and the access to online community via Web 2.0 technologies is captured well by Garrison et al’s (2000) Community of Inquiry (CoI) approach. 3 elements of CoI (social, cognitive and teaching) 11

12. CoI and Twitter Twitter and Community of Inquiry (CoI) cognitive presence (students’ ability to build meaning through on going communication by involving individual and social exploration of ideas to develop understanding of a particular issue) social presence (students’ capability to present their ideas and identity while being able to develop valuable links with the community for socio-emotional support for learning) teaching presence (involving the design and facilitation of the educational experience). 12

13. Case study on Twitter (1/10) Objectives Collaboration and outside class learning - CoI Real-time learning about current issues in Info Systems Rich student experience Design Students tweet every week part of tutorial (according to topics) #leb215 was used along side #cse2642 Tweetdeck to manage(make sense) their communication Upload tweets to Blackboard A list of users for both classes LMS support 13

14. Case study on Twitter (2/10) Example of tutorial outline Check your TweetDeck.com updates [5 mins] The following has to be all completed with responses via Twitter [30mins]. Make sure to use the #LEB215 #CSE2642 hashtags. Find at least 1 online auction site and discuss the following: What type of auction it runs Is there a time factor involved and was it effective Is there an Escrow service Is the market fluid Security and Privacy Payment systems Copy and post this weeks tweet in the discussion board under you name with the tittle “week 8 – Online auctions”.[5mins] 14

15. Case study on Twitter (3/10) Experience Collaboration with Southern Polytechnic California University (cse2642) Came in contact with many other educators interested to run trials Students discuss in labs not only with the students sitting next to them but anyone in the class (next lab, outsiders and other students worldwide) Outside class learning 15

16. Case study on Twitter (4/10) 16 Cognitive presence - Garrison et al. (2006)

17. 17 Social presence - Garrison et al. (2006) Case study on Twitter (5/10)

18. 18 Case study on Twitter (6/10) Teaching presence - Garrison et al. (2006)

19. Case Study on Twitter (7/10) Outcome Students were very motivated to participate and contribute During the collaboration block with SPCU there were more inter-cohort (US) than intra (Australian) There less in-depth discussion due to the short period of time and the nature of the class activities. Plenty of outside class interaction and exchange of culture 19

20. Case Study on Twitter (8/10) Outcome Demonstrated that Twitter can be used more than just for social usage 20 Percentage of tweets for each CoI element

21. Case Study on Twitter (9/10) Challenges Students are unfamiliar to the technology or concept Students need constant encouragement and direction in the first few weeks Week 1 to 3 – content is normally diluted. Educators needed to thoroughly think through the tutorial outline - keep the community ‘feel’ and network going 21

22. Case Study on Twitter (10/10) Future More tertiary education will be involved at various times of 2011 on various topics Different institutions will take lead Mixed groups of students from various cohorts Tweets made Assessable (similar to academic discussion) Addresses the questions [20%] Evidence of using Business-IT related concepts and literature via links [30%] Critical analysis and critique of peer postings [50%] 22

23. Questions f2f or the below? E-mail: ssinnappan@swin.edu.au LinkedIn: http://www.linkedin.com/in/drsuku Skype: drstudy Second Life: study writer Twitter: http://twitter.com/dr_at_work Blog: http://dratwork.blogspot.com/ 23