Twitter & Microblogging : Political, Professional & personal practices_LUtwit2013
•
2 j'aime•2,481 vues
The document discusses a study on using Twitter in distance learning communities. It presents the study's institutional framework, theoretical scope, empirical research, and initial results. The study observed 276 bachelor students using Twitter optionally for a course. It found Twitter introduced new collaborative arrangements, promoted feedback, and allowed skills development outside conventions. Further analysis of interaction networks and expanding the sample were recommended.
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (20)
Similaire à Twitter & Microblogging : Political, Professional & personal practices_LUtwit2013
Similaire à Twitter & Microblogging : Political, Professional & personal practices_LUtwit2013 (20)
Dernier
Dernier (20)
Twitter & Microblogging : Political, Professional & personal practices_LUtwit2013
- 1. Sociotechnical Mediation in Learning Xavier INGHILTERRA Communities: I3m Laboratory Université du Sud Toulon VAR Twitter Practices in Distance Learning Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 2. Institutional Framework 2 • Ph.D thesis (Information & Communication Sciences) • CIFRE Agreement (ANRT) • Directed by I3m (E. BOUTIN, USTV, University Professor) Theoretical Scope • Industrial Training Empirical Research • Community dynamics of SN • Playful immersion (the «Flow») Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 3. What are the new challenges for training? 3 • Too frequent dropouts • Amphitheatres increasingly empty • Taking an active part in training How to regain student interest? What findings could be drawn? • Social networks invest in the academic environment • Contribution of playing-based issues in pedagogy How to exploit this dynamic and encourage more active participation of learners? Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 4. Why Twitter? 4 • Microblogging lends itself to this paradigm shift • A device adapted to the current generation of praxis Connecting the individual to the collective whole Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 5. A keystone Digital Ecosystem 5 LMS Blog Twitter + Diigo Vimeo PaperLi Scoop.It Netvibes SlideShare … Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 6. Participant observation 6 • Population: 276 Bachelor students in distance Learning • Samples divided in 3 groups (Witness, G1, G2) • Average age: 28 years • Low level mastery of digital technologies • 57% are in employment • 97% have never used a Microblogging device before Pedagogical purposes • Extend beyond academic time dynamics introduced in synchronous • Create a participatory environment where learners have fun being in a friendly community • Articulation with the student blog in order to elicit feedbacks • Import knowledge acquired outside training time Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 7. First results 7 • Participation rate: 20,2% (in context of optional course) • Information sharing introduced a new collaborative arrangement for online communities • The tool provided an ideal environment of intermediatization • Twitter allowed a new dialogical style attracted the attention of students and successfully promoted feedbacks • Without their knowledge, students developed skills in interacting with peer to peer and tutor, outside the institutional conventions Limits • Extend the sample population to make it more representative • Limit control extraneous variables (Facebook privacy) Promising fields • Identify actors of emulation in a learning community in order to act on mediated targeted manner Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 8. Network analysis 8 Monitoring the flow of interactions to highlight the influential actors Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 9. 9 Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 10. Thank you for your attention! xavier.inghilterra@gmail.com I3m, USTV Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 11. Main references BANDURA A. (1977). Social Learning Theory. Englewood Cliffs, N.J. : Prentice Hall. BRUNS A. (2008). Blogs, Wikipedia, Second life, & Beyond : from production to produsage, New York: P Lang. . CSIKSZENMIHALYI M. (1991). Flow : the psychology of optimal experience, New York: Harper Perennial. DUNLAP J. C. & LOWENTHAL P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136. EBNER M., LIENHARDT C., ROHS M. & MEYER I., Microblogs in Higher Education: A chance to facilitate informal and process-oriented learning?, Computers & Education, Volume 55, Issue 1, August 2010, pp. 92. ERTZSCHEID O., GALLEZOT G. & BOUTIN E., (2007). Perspectives documentaires sur les moteurs de recherche : entre sérendipité et logiques marchandes. http://goo.gl/L0wUH GROSSECK G. & HOLOTESCU C. (2008). Can we use Twitter for educational activities?, 4th international scientific conference elearning & software for education, Bucharest: University of Bucharest. INGHILTERRA X. & RAVATUA-SMITH W. S., Online Learning Communities: Use of Microblogging for Knowledge Construction. In E-learning 2.0 Technologies and Web Applications in Higher Education, IGI Global (à paraître). JUNCO R., HEIBERGERT G. & LOKEN E., The effect of Twitter on college student engagement and grades, Journal of Computer Assisted Learning, vol. 27, 2011, pp. 119-132. JUNCO R., ELAVSKY M. & HEIBERGERT G., Putting Twitter to the test: Assessing outcomes for student collaboration, engagement and success, British Journal of Educational Technology, vol. 44, issue 2, 2013. KITCHEN S., FINCH S., & SINCLAIR R. (2008). Harnessing Technology schools survey http://goo.gl/SFa8c PARRY, D. (2008a, January). Twitter for Academia. Retrieved from http://goo.gl/FSe3S KIESLINGER B., EBNER M., & WIESENHOFER H. (2011). Microblogging Practices of Scientists in E- Learning: A Qualitative Approach. iJET vol.6(4), pp. 31-39. KUO Y.-C., WALKER A., BELLAND B. & SCHRODER E., A predictive study of student satisfaction in online education programs, in The International Review of Research in Open & Distance Learning, vol. 14, 2013. Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 12. Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 13. Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013
- 14. Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013