Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.

1. 1
Twittering On and On:
Using Twitter for student engagement and
interaction in the classroom and beyond.
CiCS TEL Fest 2014
Gary C. Wood
University of Sheffield Enterprise
g.c.wood@sheffield.ac.uk | @GC_Wood | +GaryWood84

2. 2
“I’m doing the show because 16 million
people watch it. If people are watching I’m A
Celebrity, that is where MPs should be
going.”
10/09/2014 © The University of Sheffield / Gary C. Wood
Itv.com

3. 3
• 140 characters about
what people had for
dinner?
• Purpose:
• Shared interests,
purpose, goal
• Could this apply in
teaching?
10/09/2014 © The University of Sheffield / Gary C. Wood
flickr.com/skipnclick

4. 4
Trying it out
• Concerns:
• Students have devices?
• Invading ‘their’ space?
• Hashtags for my modules
• Encouraged others to sign
up – 10 minute demo.
10/09/2014 © The University of Sheffield / Gary C. Wood
flickr.com/misspixels

5. 5
Outside classroom
• Links to additional info and
resources
• Discussion of topics/ideas
• Support and reassurance
• Replace email.
10/09/2014 © The University of Sheffield / Gary C. Wood
flickr.com/jiscinfonet

6. 6
In classroom
• Virtual hand raising
• Facilitate discussion
• Quieter students get
involved
• Large class sizes: group
discussion – feed in,
feedback and feed-forward
• Feedback from tutor.
10/09/2014 © The University of Sheffield / Gary C. Wood
flickr.com/rasdourian

7. 7
Findings
• Twitter has worked well in extending classroom
boundaries and encouraging in-class collaboration
• Builds rapport with students – let them see you’re human!
• Increased perception of availability/accessibility – but
reduced workload
• Students come to classes better prepared
• Students like it.
10/09/2014 © The University of Sheffield / Gary C. Wood
flickr.com/chiotsrun

8. 8
Some hints and tips
• Don’t assume all students
know how to use Twitter
• Encourage everyone to access
• Facilitate and encourage
discussion
• Use lists instead of following
students.
10/09/2014 © The University of Sheffield / Gary C. Wood

9. 9
http://gcwood.staff.shef.ac.uk/sltc/14
g.c.wood@sheffield.ac.uk | @GC_Wood | +GaryWood84
10/09/2014 © The University of Sheffield / Gary C. Wood