Communication in a 140 Character World
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This document discusses personal learning environments (PLEs) and how students communicate. It notes that PLEs help learners take control of their learning by setting goals and managing content. The document also explores how students are increasingly using Twitter and other tools to communicate in real-time and ask questions about assignments. It raises questions about whether communication will continue shifting away from asynchronous forums to more synchronous options like Twitter as students look for new ways to learn together.
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Communication in a 140 Character World
- 1. Do you come here often? The fleeting nature of communication in a 140 character world Jo Badge, Alex Moseley, Stuart Johnson, Alan Cann www.le.ac.uk
- 2. Compulsory Key Skills module 220 biological sciences 1st year students IT and numeracy Microsoft office and email
- 3. Key Skills Module twitter.com/jobadge
- 4. PLE Systems that help learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning, manage both content and process, and communicate with others in the process of learning. (ref) Image: cc flickrStabilo Boss twitter.com/jobadge
- 5. Personal Learning Environments twitter.com/jobadge
- 9. Support systems Video feedback Face to face support Blackboard discussion board Email
- 11. Support via Specific ‘academic’ accounts
- 12. Student communication via twitter for slideshow do we include the title slide in the 5 slides? I'm confused about what day of the week the rss, delicious bookmarks and weekly assignments need to be done. Can you clarify please Blackboard has been down since yesterday morning so I haven't been able to complete this weeks task. Can I have an extension please?
- 13. Wider uses of Twitter by students doing metabolism questions over msn, testing each other is a fab way to learn! If only I knew any answers. is rather worried about the assessment tomorrow and is preparing herself for failure
- 14. Communication with students Shift away from asynchronous discussion? How are students communicating with each other? What tools are in their PLEs?
- 21. The future? RSS Blackboard 9 and beyond Real time? Google wave?
- 22. www.slideshare.net/jobadge We gratefully acknowledge support for this project by a grant from the HEA Centre for Bioscience Departmental Teaching Enhancement Scheme. And JISC TechDis for the provision of iPod touches in the HEAT3 scheme @jobadge
Editor's Notes
- COMPULSORY KEY SKILLSExisting course which was modified. Delivery focused on numeracy.The content was delivered over two 10 week periods in the context of first year key skills modules concerned with numeracy and information technology.
- PLEs are learner-centred.The model of "loosely coupled teaching" Alan Cann is developing employs contemporary social software/Web 2.0 tools outside of the confines of an institutional LMS to enable learners to develop their own personal learning environment (PLE, http://en.wikipedia.org/wiki/Personal_Learning_Environment). Ownership of both the content and the tools which comprise the PLE enables learners to sustain learning after formal courses have ended, and potentially creates a pattern of genuine life-long learning. By offering a choice of tools rather than institutional regimentation, learners personalize the PLE by incorporating their preferred styles and patterns of learning. This enhanced stake motivates and sustains learning.
- COURSE LAYOUT IN BLACKBOARD The course is organised into sessions within folders on timed release to co-incide with the course timetableEach folder contains HTML notes and the online extended matching question set assessment if appropriate
- SESSION NOTES IN HTML The session notes are written in HTML for clarity and include links to further reading, definitions, youtube videos
- INLINE VIDEO FEEDBACKYoutube videos (sometimes talking heads, sometimes with screen capture and narrated animation using screenr or jing) give feedback on the previous sessionThe notes for the current session are belowAll grades are given via the gradebook
- SUPPORT MECHANISMSThis course had several support mechanisms for studentsWith a staff student ratio of around 1:70 and at times 1:220 an online compliment to face to face support has always been essential
- DISCUSSION BOARDIn previous years, although gradually declining in use, the discussion has been used by students to ask for help or clarification about assessments or other course details. Whilst this type of discussion board is rarely lively, there was regularly 100 posts on these boards. The instructor checks the boards regularly and they were widely read in previous years.This year the discussion board was not used at all.
- TWITTER WAS OFFERED AS AN ALTERNATIVE SUPPORT CHANNELFrom week 1, we offered students the opportunity to contact any of the course team via twitter. The members of staff supporting this course created specific twitter accounts for this purpose. Whilst it was not always easy to maintain a second identity, it was felt that this was important to avoid flooding those students following us with our generally busy tweet streams.
- STUDENTS USED TWITTER TO ASK FOR HELPThese tweets are @replies sent to @drcannWe have around 60 undergraduates that set up accounts on twitter over the last two years, via the IT and numeracy courseNot many are active, but this appears to be an increasing trend over the last two years