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alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
Lauren Bagdy

How Americans use Twitter: Key takeaways from our new study | Pew Research Center - 9 views

www.pewresearch.org/...y-of-how-americans-use-twitter

social media web 2.0 twitter engagement

shared by Lauren Bagdy on 06 Jun 19 - No Cached
  • Most U.S. adult Twitter users don’t engage much.
    • Lauren Bagdy
      Lauren Bagdy on 06 Jun 19
       
      Most Twitter users are lurkers... what do you all think about that?
  • A new Pew Research Center study goes a step further. First, we asked survey respondents whether they use Twitter and, if so, for permission to look at their Twitter accounts. After reviewing each account, we quantified these Americans’ tweets, likes, followers and followings. The result is the Center’s first study of Twitter behavior that’s based on a representative sample of U.S. adults who use the platform.
  • Lauren Bagdy on 06 Jun 19
     
    This article discusses how Americans use Twitter and relates to our Week 3 discussion about lurking.
  • ...2 more comments...
  • brandyofthelake on 07 Jun 19
     
    I can definitely see most Twitter users being lurkers. I lurk on Instagram quite a bit, but I have become more active in liking posts since taking this class!
  • Lauren Bagdy on 07 Jun 19
     
    I am also an Instagram lurker. I was curious and looked at my three most recent posts... June 2, May 9, and March 2! Very little production happening.
  • Ömer Arslan on 07 Jun 19
     
    I am an invisible learner on Instagram. I have never posted on Instagram, but just like some of the posts. :-)
  • leahpie11 on 09 Jun 20
     
    I'm definitely a lurker when it comes to Twitter.
Ömer Arslan

Using Twitter as a data source an overview of social media research tools (2021) | Impa... - 5 views

blogs.lse.ac.uk/...cial-media-research-tools-2021

social media analytics Twitter analytics analytics

shared by Ömer Arslan on 14 Jun 21 - No Cached
nutraware79 and disceverum liked it
  • Fast-forward to 2021, and something big has happened within the social media research space. Twitter has released a new product track, the ‘academic research product track’. This allows academic researchers free access to the complete archive of historical public tweets (by historical data we mean tweets posted in the past). This is significant news because for many researchers without a large budget or with limited time, historical data has until now been out of reach.
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      This is interesting! It can be difficult to access to tweets more than a week even through paid services. I want to explore this and see how it works.
  • Twitter Archiving Google Spreadsheet (TAGS)Web-basedTwitterFree
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      TAGS can be one of the helpful tools when collecting some Twitter data!
  • GephiWindows, Mac OS, and LinuxImport data from other platformsFree
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      Gephi is another cool tool that may help with importing network data and visualizing the network. Statistics panel might also be helpful to identify some of the network metrics.
  • ...1 more annotation...
  • SociovizWeb-basedTwitterLimited Free
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      Sociovis can also be helpful when starting with some Twitter data.
  • Ömer Arslan on 14 Jun 21
     
    This blog post introduces tools for social media analytics (particularly Twitter). Some of them may support cross platform analysis (not just Twitter). Have you played with any of them before? I've explored TAGS and Socioviz just a little bit.
neus6414

Tweeting the Lecture: How Social Media Can Increase Student Engagement in Higher Education - 5 views

login.proxy.lib.fsu.edu/login

Twitter engagement university social

shared by neus6414 on 20 Jul 18 - No Cached
  • neus6414 on 20 Jul 18
     
    In this article, two Australian researchers investigated whether Twitter can be used to foster enhanced student engagement within a university level sport marketing course. 68 students participated in the study. 59% of the class did not have an existing Twitter account and had to sign up for one to participate in the study. There were two aspects of Twitter user during the course. First, students would participate in two discussion lectures, which was structured much the same as a Twitter chat, with questions posted in advance of the actual discussion. The second aspect was to regularly post contemporary issues in sport marketing that coincided with the course content. Much like EME 6414, students used a hashtagged course code to be able to track the activity and respond to their classmates. I thought it was interesting that the researchers explicitly advised existing Twitter users that they did not have to censor their regular Twitter activity, as the instructor would only follow the course hashtag. This appears to be a clear acknowledgement of the potential for context collapse when social media is incorporated into an educational setting. Questionnaires were administered to broadly measure aspects of student engagement. The results suggest that Twitter was effective in the university classroom as engagement levels increased over the semester. Twitter made it easier for students to connect with both the instructor and other students and extend that connection beyond the lecture time in the classroom. These networking tools also allow students to take on a more active role in the co-creation of the course content. I think this is one of the most significant advantages of incorporating social networking elements into the classroom. The biggest limitations of the study were its small sample size and homogeneous population. Future studies should include more students from various disciplines.
  • neus6414 on 20 Jul 18
     
    It took me a very long time to find the comment button to add another thought to my original post. Not nearly as noticeable as other discussion platforms. Anyway...I wanted to add that this article was very appropriate right now because the TA for EME 5608 is currently conducting research on a very similar topic, specifically "when and how social media apps like Instagram are used by students (without instructor participation) to support social interaction and build social connections in online courses." I know some of you are also in that course and I'm curious what your opinions are on the experiment? Do you think that interacting on Instagram has increased your social connections and added benefit to the learning experience?
  • alwaysaddglitter on 21 Jul 18
     
    It also took me a long time to find the comment button! You are not alone in that!
Ömer Arslan

The Straightforward Guide to Twitter Analytics - 6 views

blog.hubspot.com/...twitter-analytics

Twitter analytics

shared by Ömer Arslan on 16 Jun 20 - No Cached
disceverum liked it
  • Ömer Arslan on 16 Jun 20
     
    Interested in Twitter Analytics? Take a look at this blog post that may help you gain initial impressions.
  • Ömer Arslan on 16 Jun 20
     
    Here are two more resources for you to uncover Twitter Analytics. 1. https://www.brandwatch.com/blog/twitter-analytics-tools/ and 2. https://buffer.com/library/twitter-analytics/. I hope these resources help! :)
tsandaal

#Twitter: A Pedagogical Tool in the High School Classroom: Articles, Books, Journals an... - 3 views

eds.b.ebscohost.com.proxy.lib.fsu.edu/...detail

education teaching Twitter

shared by tsandaal on 20 Jul 18 - No Cached
  • tsandaal on 20 Jul 18
     
    This article describes a high school teacher's yearslong journey in introducing and managing Twitter in her classroom. She begins with this observation, "Students participated more readily when the tools they already used outside school were acceptable in the classroom," and then goes on to describe how she made school constituents comfortable with her adoption of the platform. This is followed by the actual ways in which she used it (announcements - sharing articles blogs - classtags - extension of class discussion- digital citizenship - Tweetdeck). She addressed one of my questions about her choice to use Twitter, sharing that it was the unreliability of the LMS that led her to use Twitter from sharing information at first, but over time, she observed many benefits such as clarity in writing through the mandatory economy. Even after the expansion to 280 characters, only 5% of tweets were longer than 140 words! One powerful takeaway was the experience of a long haired male student who had the experience of being listened to without judgment. Twitter in her experience allowed for marginalized voices to be heard.
brandyofthelake

Getting Started with Twitter - 5 views

www2.le.ac.uk/...ow-to-get-started-with-twitter

Twitter

shared by brandyofthelake on 05 Jun 19 - No Cached
  • brandyofthelake on 05 Jun 19
     
    While we have already moved way past this, I still thought this was a very well put together explanation for getting started on Twitter from the University of Leicester and may be useful for future classes!
  • dawnadolfson on 06 Jun 19
     
    This is a great basic explanation of Twitter! I could see us providing this resource to students that may be new to Twitter before designing a class activity with it.
  • croig2 on 06 Jun 19
     
    The step by step instructions on how to develop a presence are great. Don't often see that. I like the encouraging tone of the piece. Thanks!
Vanessa

Education Twitter Users : WeFollow - 0 views

wefollow.com/education

twitter education peopletofollow

shared by Vanessa on 10 Jul 12 - Cached
  • Vanessa on 10 Jul 12
     
    List of folks/organizations in education who use twitter -- some may be of interest to you
Vanessa

Why Twitter Is a Teacher's Best Tool - Education - GOOD - 3 views

www.good.is/...itter-is-a-teacher-s-best-tool

twitter teachers

shared by Vanessa on 07 Jul 12 - No Cached
  • Alyn Minnerly on 10 Jul 12
     
    At the start of this class, I thought Twitter was too much trouble, why bother. In the article you bookmarked, I would think that all one has to do was just call someone, or speak to another person. However, after emailing you and others today about things, I realized how valuable it is to be able to respond to someone with just a quick answer. This eliminates the formality of face to face conversations which usually take a lot of extra time ("hi, how are you? I'm fine, how is the family, etc....waiting for the right moment to get to the real reason why one called). I am all for f2f get togethers and phone conversations, either socially or professionally, but when it comes to things like finding out educational policies that could be answered by knowledgeable people within a few seconds, why not just cut to the chase and get a quick short answer, unless of course, one is fortunate to have an abundance of time...cough....cough.. This has awakened me to the power of Twitter and its role in education. Thanks.
Vanessa

Twitter - collective storytelling - 2 views

www.convergenceculture.org/...ributed_collectivity_story.php

twitter storytelling narrative

shared by Vanessa on 15 Jul 12 - Cached
  • Vanessa on 15 Jul 12
     
    Use of twitter to share or re-enact great novels
  • Shuang Hao on 15 Jul 12
     
    I think web 2.0 storytelling is a great way to keep the students motivated, to help their knowledge construction through collaboration, and to enable the teacher to formative evaluate and monitor the learning process.
  • Alyn Minnerly on 15 Jul 12
     
    Cool article. I love storytelling, both telling and listening. This would take it to the next level of not just telling/listening but actively involving yourself in a story with others. Its like the produsage of storytelling where people, while not changing the outline of the original story, get to create, organically, all the inbetweens. Thanks V.
alexa812

Is Social Media Too Social for Class? A Case Study of Twitter Use | SpringerLink - 4 views

link.springer.com/...s11528-013-0644-2

Twitter 2.0 education learning

shared by alexa812 on 23 Jul 18 - No Cached
  • alexa812 on 23 Jul 18
     
    Just a preview version, but it is an interesting study describing how higher education students consider using Twitter as a classroom tool. The researchers examined results from undergraduate student usage in their class settings.
Ömer Arslan

Rosell-Aguilar_2018.pdf - 2 views

Twitter Professional Development Teachers

shared by Ömer Arslan on 07 Jun 19 - No Cached
  • Ömer Arslan on 07 Jun 19
     
    This study examines how a group of language teachers use Twitter (#MFLtwitterati) as a continuous professional development tool. The author uses Communities of Practice to identify the elements of CoP and asks whether #MFLtwitterati is a CoP, and if so, how? :-)
Ömer Arslan

Investigating the Community of Practice of World Language Educators on Twitter - 1 views

journals-sagepub-com.proxy.lib.fsu.edu/...0022487113489032

Twitter CoP Teachers

shared by Ömer Arslan on 09 Jun 19 - No Cached
  • Ömer Arslan on 09 Jun 19
     
    This study examines world language teachers' activities on Twitter. The author uses communities of practice (CoP) as a theoretical framework. I try to focus on membership, trajectories, norms, moderation, knowledge sharing, privacy, and ethics as part of my assignment.
Ömer Arslan

Twiiter: A tool for communities of practice.pdf - 1 views

files.eric.ed.gov/...EJ1203420.pdf

Twitter CoP social media teachers

shared by Ömer Arslan on 13 Jun 19 - No Cached
  • Ömer Arslan on 13 Jun 19
     
    This study examines Twitter chat using communities of practice. The authors focus on mutual engagement, joint enterprise, and shared repertoire to analyze the chat. This is one of the studies explicitly demonstrating the relationship between CoP and Twitter chat.
Rachel Scott

Too Much Facebook, Twitter Tied to Poor Mental Health in Teens - WebMD - 0 views

www.webmd.com/...to-poor-mental-health-in-teens

shared by Rachel Scott on 02 Aug 15 - No Cached
  • Rachel Scott on 02 Aug 15
     
    Interesting! This is contradicted by some studies saying that students who are more involved in FB are more engaged in class. The debate continues!
Ömer Arslan

Examining a one‐hour synchronous chat in a microblogging‐based professional d... - 1 views

onlinelibrary-wiley-com.proxy.lib.fsu.edu/...bjet.12384

Twitter chat online community network

shared by Ömer Arslan on 09 Jun 19 - No Cached
  • Ömer Arslan on 09 Jun 19
     
    This study examines one-hour Twitter chat to contribute the research on designing online learning communities to support effective learning. The authors illustrate the network structure, as well.
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