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"@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."

Twitter's trying to step up its game with a newly introduced Discovery Engine -- a souped-up search feature coming soon to your Twitter home page. The futuristic-sounding service packs some extra punch into Twitter's existing search functionality and could give the site's Web interface a much needed jolt of energy.

Topify, a simple but powerful tool, saves a lot of time and energy when replying to direct messages and responding to new followers. Topify also has an added value in detecting spam followers.

"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."