For those of you who are unfamiliar with microblogging, I would be utterly surprised if you have not at least heard of Twitter. Twitter has established itself as the leading microblog platform - a means for users to post 140 character "tweets" (thoughts, opinions, links to websites/pages, etc) for the benefit of their followers. There are numerous microblogging platforms, but they are essentially doing the same thing - pushing content/information to those who want to read it. So how can it be used in traditional, blended and distance learning?
First and foremost, microblogging is increasingly being seen as an efficient means of communication. Available on any computer and mobile phone with internet capabilities, students and lecturers can therefore update each other on course meetings, news that is related to their subjects, new books at the library, and even direct questions regarding work in and out the classroom. David Parry, professor at the University of Texas sums up its importance simply (casesblog.blogspot.com): "The walls of the classroom no longer apply, and the institution as a whole is really conservative and it keeps trying to maintain those walls&for our students those walls don't exist."
As a communication aid, the benefits of microblogging are quite simple - but there is a vast difference between information and knowledge. So how can twitter help students learn? Steve Wheeler, at the University of Plymouth, posted his ideas on his blog (steve-wheeler.blogspot.com) in January yet the ensuing discussion carried on for months. In one point, Wheeler highlights the importance a microblogging platform can have for its users to exercise academic discipline', especially when it comes to "summing up" complicated texts and discussions with a limit of 140 characters. Microblogging forces us to use our language in a refined and acute manner - and this is an increasingly important skill online.
Many forward-thinking lecturers and teachers have incorporated Twitter and microblogging into their teaching, despite the conservative institutions striving to contain themselves within their walls. But how have students found "tweeting"? The most interesting responses I've found have been published by Nicole Melander, a teacher at the Kogod School of Business in Washington D.C. Over two weeks she enthusiastically forced Twitter upon her students and got responses ranging from confusion ("If you don't need to get out of jail and don't witness an accident or catastrophy, what is the point about Twitter?") on the first day, to outright love ("Twitter is easy to use.I like the links.People are actually sharing content,even if they still feel like u should know what they're eating.") a fortnight later.
As content and information becomes increasingly digitised and free to access, even courses that were traditionally offline are discovering that using Web 2.0 and e-Learning technology can enhance the learning experience. Microblogging is another means to find content, have content find you, and learn about how we can succeed online - as communicators and part of the wider world.
First and foremost, microblogging is increasingly being seen as an efficient means of communication. Available on any computer and mobile phone with internet capabilities, students and lecturers can therefore update each other on course meetings, news that is related to their subjects, new books at the library, and even direct questions regarding work in and out the classroom. David Parry, professor at the University of Texas sums up its importance simply (casesblog.blogspot.com): "The walls of the classroom no longer apply, and the institution as a whole is really conservative and it keeps trying to maintain those walls&for our students those walls don't exist."
As a communication aid, the benefits of microblogging are quite simple - but there is a vast difference between information and knowledge. So how can twitter help students learn? Steve Wheeler, at the University of Plymouth, posted his ideas on his blog (steve-wheeler.blogspot.com) in January yet the ensuing discussion carried on for months. In one point, Wheeler highlights the importance a microblogging platform can have for its users to exercise academic discipline', especially when it comes to "summing up" complicated texts and discussions with a limit of 140 characters. Microblogging forces us to use our language in a refined and acute manner - and this is an increasingly important skill online.
Many forward-thinking lecturers and teachers have incorporated Twitter and microblogging into their teaching, despite the conservative institutions striving to contain themselves within their walls. But how have students found "tweeting"? The most interesting responses I've found have been published by Nicole Melander, a teacher at the Kogod School of Business in Washington D.C. Over two weeks she enthusiastically forced Twitter upon her students and got responses ranging from confusion ("If you don't need to get out of jail and don't witness an accident or catastrophy, what is the point about Twitter?") on the first day, to outright love ("Twitter is easy to use.I like the links.People are actually sharing content,even if they still feel like u should know what they're eating.") a fortnight later.
As content and information becomes increasingly digitised and free to access, even courses that were traditionally offline are discovering that using Web 2.0 and e-Learning technology can enhance the learning experience. Microblogging is another means to find content, have content find you, and learn about how we can succeed online - as communicators and part of the wider world.
No comments:
Post a Comment