These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.

1. TWITTER FOR PROFESSIONAL
LEARNING: MYTHS AND REALITIES
Muireann O’Keeffe
Institute of Education, University College London
Dublin City University
DCU Digital Learning Research Symposium
November 2016

2. Motivation for this research
I advocated Twitter as a
learning tool with HE staff
Rhetoric V’s research

3. Rhetoric V’s research Top Tool
for
Learning
Collaboration
& learning
Supports
sharing of
practice
Builds
connections
Keep up-to-
date

4. Rhetoric V’s research
Limited research: Twitter for informal professional learning
(Gerstein, 2011; Holmes et al., 2013; Lupton, 2014)
Need for investigation into informal opportunities for
professional learning (Slowey et al., 2014; National Forum,
2015; Mårtensson & Roxå, 2015).

5. Research questions
1. What are the activities of HE
professionals using the
social networking site
Twitter?
2. How are activities on Twitter
supporting the learning of
these HE professionals?
3. What are the barriers and
enablers experienced by
these HE professionals in
engaging with Twitter for
professional learning?
Twitter Data
}Interview Data
Reflective Memos
}

6. Concepts & theories
Learning is a social
phenomenon
Social constructivism
Socio-cultural theory

7. Conceptual underpinnings
An approach to social learning: CoP model (Wenger, 1998)
CoP dimensions:
mutual
engagemen
t
joint
enterprise
shared
repertoire

8. Learning informally online
• Networked learning, connected learning, connectivism
• Common assumptions: learning is self-determined,
participatory, authentic and relevant to needs
(Garrison & Anderson, 2003; Hayes & Gee, 2005; Ito, et al.,
2013; Siemens, 2006).
• Online as a space/place (White & Le Cornu, 2011; Gee, 2005)
Visitors and Residents typology: Wenger’s (1998) modes of
participation
• Visitors : peripheral /non-participation
• Residents : participation

9. Case study approach
• Exploratory research
• Holistic view of situation
• Conclusions can be questions for
further research
(Buchanan, 2012; Denscombe,
2010; Yin, 2014)
• Participants: 7 HE professionals
• (Lecturers, learning technologists,
academic developers)
• Cross-case analysis

10. Visitor - Resident continuum
(White & Le Cornu, 2011)

11. Findings: Activities (RQ1)
Visitors
• Information
gathering
• Absence of
social presence
Residents
• Social presence
• Connecting and
interacting w/
other
professionals

12. Findings (RQ 2 & RQ 3)
Myth
Twitter is an inherently
social network
Twitter is easily mastered
to enable professional
learning
Reality
Participants demonstrated
different types of social
particiaption online
(Legitimate peripheral
participation /
participation)
Barriers to online
participation are not
issues of digital
competency, but rather
more complex
Twitter can provide
opportunities for
professional learning
……but creates
implications

13. Key themes
Capacity to
participate
socially on Twitter
Confidence
Vulnerability
Belonging

14. Capacity to participate online
Visitors Traits Resident traits
• Lack of Time
• Vulnerability
• Caution
• Not ready
• Professional confidence
• More knowledgeable others
• Hierarchy
• Easy to use in timely ways
• Professional confidence
• Establishing a social presence
• Playfulness
• Take risks
• Understanding the rules of
engagement
• Engaging in critical discussions
• Flat structure of Twitter
Factors supporting
participation
}

15. Contributions…
• Professionals use SNS in varied ways, not all positively
disposed to participation
• SNS provide opportunities but create complexities
• Support needed: more than technical, Digital identity
development (confidence & identity)

16. Implications for practice
• Public SNS are not simple solutions for professional
learning
• Need to think about the complexities and problems they
present…
• Multiple issues identified need critical thought and further
discussion among academic developers and those
supporting education in digital era

17. References
• Buchanan, D. (2012). Case studies in organisational research. In G. Symon, & C. Cassell, The Practice of Qualitative
Organizational Research: Core Methods and Current Challenges (pp. 351-370). London: Sage.
• Denscombe, M. (2010). The good research guide: for small-scale research projects (4th ed.). Berkshire: Open University Press.
• Garrison, D., & Anderson, T. (2003). E-learning in the twenty first century. New York: RoutledgeFalmer.
• Gee, J. P. (2005). Semiotic social spaces and affinity spaces: From the age of mythology to today's schools. In D. Barton, & K.
Tusting, Beyond Communities of practice: Language, power, and social context (pp. 214 – 232). New York: Cambridge
University Press.
• Gerstein, J. (2011). The Use of Twitter for Professional Growth and Development. International Journal on E-Learning, 10(3),
273-276.
• Hayes, E., & Gee, J. (2010). Popular culture as a public pedagogy. Retrieved Sept 29, 2015, from jamespaulgee.com:
http://jamespaulgee.com/admin/Images/pdfs/Popular%20Culture%20and%2 0Public%20Pedagogy.pdf
• Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K.,Watkins, C. (2013). Connected learning: an agenda for
research and design. Irvine, CA, USA: Digital Media and Learning Research Hub.
• Holmes, K., Preston, G., Shaw, K., & Buchanan, R. (2013, August). ‘Follow’ Me: Networked Professional Learning for
Teachers. Australian Journal of Teacher Education, 38(12). Retrieved April 20, 2015, from EduResearch Matters:
http://www.aare.edu.au/blog/?p=564
• Lupton, D. (2014). ‘Feeling Better Connected’: Academics’ Use of Social Media. News & Media Research Centre, University of
Canberra. Canberra: University of Canberra.
• Mårtensson, K., & Roxå, T. (2015). Academic development in a world of informal learning about teaching and student learning.
International Journal for Academic Development, 20(2), 109-112.
• National Forum. (2015). Mapping Professional Development Pathway for those who Teach in Irish Higher Education: Where
are we now and where do we want to go? National Forum for the Enhancement of Teaching and Learning in Higher Education.
Dublin: National Forum for the Enhancement of Teaching and Learning in Higher Education.
• Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
• White, D., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9).
Siemens, 2006)
• Slowey, M., Kozina, E., & Tan, E. (2014). Voices of academics in Irish Higher education. Perspectives on professional
development. Dublin: AISHE.
• Yin, R. K. (2014). Case Study Research: Design and Methods (5 ed.). California: Sage Publications.