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The mission of this Twitter profile is to serve as a portal to all colleges and universities on Twitter [by only following colleges and universities].

Neuroscience has shown that our brains are plastic and that education, gaming and the use of technology can change our brains' connectivity, function and structure. (1, 2) But learning is more than just biology - it is affected by our learning environment and the people with whom and from whom we learn. So how do you take what neuroscience reveals about the plastic, learning brain and combine it with educational research, expertise and common sense? Klevar, in association with Flinders University, are offering you the chance to explore this with Dr Paul Howard-Jones of the University of Bristol, researcher and author of "Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice".

A response to the Rachel Sylvester Times article that explains why Twitter is a good thing and she (and others) are wrong.

Through the use of twemes, we can all view what people are talking about across the whole Twitter universe. In some sense, this can be thought of as an adhoc chatroom. We also pull in recent public photos from Flickr and public bookmarks from Del.icio.us.

Wow.

"@lincolnenergy As part of our Electro-Magnates projects we are exploring as many channels as possible to make our energy data accessible. We are currently experimenting with a social media channel - Twitter - to provide information on the University of Lincoln's energy usage. To see more information on a particular building just send a tweet to @lincolnenergy (tweet must start with @lincolnenergy) with one of the below building codes (in bold green). An incorrectly formatted tweet will default to a response for the Main Admin building."

"Because social-networking tools are forums for personalized, socially focused conversations, the communities that spring from these tools are person/people-centered. As Porter explained, this person/people-centeredness results in the value of participation being opaque for anyone who is not participating. To address this problem, we made sure that students who chose not to participate (because the value of participation is opaque for them) had access to our tweets by incorporating an RSS feed-like Twitter widget in our LMS. (See Figure 5.) Many widgets like these can be found online, although we should note that this particular widget has limitations. As seen in the example in Figure 5, the widget only displays Joni's posts, not the back-and-forth exchanges between her and members of her network. Students might incorrectly assume that the interaction is one-sided and less than dynamic. Besides keeping students apprised of the resources we shared via Twitter, however, this widget allowed them to vicariously discover Twitter's value. Some students later chose to join us in Twitter because they had a better understanding of what they were getting into because its value was less opaque. Ultimately, we found that Twitter helped us achieve our student-engagement objective, but we also quickly discovered that students' Twitter participation led to other notable instructional outcomes."

The art of twitterature--a really cool article about how to make your tweets more like art. It actually can be done!

In this article you find some reasons why to twitter in schools and universities.