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Hey there! WSUPullman is using Twitter. Twitter is a free service that lets you keep in touch with people through the exchange of quick, frequent answers to one simple question: What are you doing? Join today to start receiving WSUPullman's updates.

Twitter for Business, Text as UI: "A few days ago, I posted the announcement of our next usability conferences to Nielsen Norman Group's timeline on Twitter (@NNgroup). I don't have all the guidelines for stream-based postings yet, because we're still conducting usability studies (particularly of B2B users, like my audience). But, based on the user sessions I've observed already, I put this posting through 5 rounds of iterative design."

Although experts in the social media space have been talking about how businesses might adopt microblogging tools like Twitter and Plurk, only recently have we started to see a series of new vendors cropping up in the enterprise microblogging space. This has been due in part to businesses needing to figure out how Twitter can benefit the enterprise.

Iran's Twitter Revolution posted by Ari Berman on 06/15/2009 @ 12:15pm Forget CNN or any of the major American "news" networks. If you want to get the latest on the opposition protests in Iran, you should be reading blogs, watching YouTube or following Twitter updates from Tehran,

Professor Encourages Students to Pass Notes During Class -- via Twitter and in the comments from one student...I am one of Cole's "experimental lab rats," and I must say that Cole and his colleague changed the way that I view teaching and learning. That course disrupted my notions of participation, identity, and community, and the changes are for the better. The course was so intellectually stimulating that when the course ended, I experienced a tremendous loss. The loss was so great that I felt myself trying to create Twitter communities in my future classes because I missed that engagement. If you are curious about our course, visit my course blog. https://blogs.psu.edu/mt4/mt-search.cgi?blog_id=655&tag=CI597C&limit=20 From there, you can access other students' blogs and see some of the other conversations that ensued.

Even though twitter is on the headline once again, the important message from the article is not about twitter... but rather, the way in which feedback is being solicited, or collected. Feedback is best when provided as close to the moment of performance as possible, as shown in studies involving everyone from medical students to athletes. But lengthy feedback forms discourage frequent and immediate responses. Enabling employees to solicit feedback in short, immediate bursts may actually be more effective than performance reviews or lengthy feedback systems, since excessive feedback can be overwhelming and hinder performance.

Nils thinks he knows "why" Twitter -- this page focuses on "how" to build and keep a following.

Classroom2.0: Twitter, del.icio.us and participatory learning diigo it ShareThis Published at February 10, 2008 in Education and Technology. Print This Post Email This Post twitpost.jpg I do not use a textbook. It is not that I dislike textbooks. It is that my textbook is the web. My textbook is YOU and ME and NOW. Instead of a book, I add all relevant readings, videos or examples to my course delicious bookmarks. That's my virtual, live, textbook - licensed under Creative Commons. And students don't have to blow 60 bucks on it either. And they can subscribe to this textbook using their favourite feed reader. And unlike textbooks, social bookmarking tools enable and activate inquiry, curiosity and ownership of knowledge acquisition. Right now v. back then As I explained to my class, the most important stuff to know about the web is what's happening RIGHT NOW. I may share a video or article in a couple of weeks that has yet to be written. Course readings are not mandatory - because I share most of the stuff in-class but secondary. If students are confused or if they want to dig deeper, they've got Youtube tutorials, how to's and hundreds of articles and research supporting everything I'm talking about in the course.

"Pupils to study Twitter and blogs in primary schools shake-up * New curriculum will give teachers more freedom * Second world war and Victoria not compulsory" Interesting article about the new proposed curriculum for primary school students in the UK. Also has a lot of embedded discussion for the diigo crowd.

As others have pointed out, articles that complain about Twitter typically focus on the content of individual tweets rather than focusing on those tweets in a specific context. It would be similar to denigrating conversation by pulling out individual pieces of dialogue rather than seeing how conversation involves a variety of practices: connecting with others, sharing ideas, linking to blog posts, participating in mini-memes, or whatever.

This article talks about ways to use Twitter in teaching and learning. Some of these ideas are general, and some are more specific. The author said it was one of the better things he did for the class for reasons he explained in the article.

"I recently created a stand-alone page for my video Web 2.0 and your own Learning and Development... ... it has been found by a few people, including Marian Thacher, who discusses it here. One note: she says, "all of this only works for the very motivated learner... what about that learner who isn't so motivated, who has some learning challenges, for whom school was more of a misery than a joy?" Quite so - which is why I stress enabling students to manage their own learning and to follow their own interests. Otherwise, they won't be motivated, and the rest of this stuff is not nearly as effective as it could be. Marian Thacher, Adult Education and Technology, March 17, 2009. [Link] [Tags: Schools, Twitter, Online Learning, Web 2.0, Video, Google, YouTube] "

a nice startup guide for the serious tweeter

Michael Edson, director of digital media strategy at the Smithsonian Institution,... said in a presentation[at that "the future of knowledge creation is about putting it out there and building it collaboratively."

Is this a bad thing? After all, we let English evolve and how can this evolution continue if we demand uniformity with the past? Personally, I'd love to see a well-informed engineering of architectural aspects of English--even the engineering of an "International English" for business that is simplified for all the world's people to learn.

The Teaching Academy has refined critical and creative thinking with a draft definition that presumes they are two different thought processes. In my exploration of the purported diision, I encountered the writings of this neuroscientist.