Twearning for Student Engagement: Twitter Strategies in Higher Education

1. Tweeting and Learning = Twearning the Day Away! Ida M. Jones

2. What is Twitter and Who Uses it? What is Twitter? Microblog with postings of 140 characters or less Hashtag (e.g. #CSUF-TIP13)to organize and search Can include links to videos, images & websites To listen to the webinar that is the source of this information, go to: http://www.mybschoolcommunity.com/community-events/webinar-teaching-twitter/

3. Abstract & Objective • According to Chickering and Gamson’s Seven Principles for Good Practices in Higher Education, three of the effective practices that promote student learning in undergraduate education. • Student engagement, • feedback and • time on task • Faculty can use Twitter effectively in class as a tool to accomplish the 3 noted practices. Objective: • Promoting deeper learning through effective use of Twitter. Description of Seven Principles: http://www.tltgroup.org/programs/seven.html

4. Disruptive Change in Education “You can’t take on twenty-first century tasks with twentieth century tools and hope to get the job done.” From Now You See It: How The Brain Science Of Attention Will Transform The Way We Live, Work, And Learn by Cathy N. Davidson (2011)

5. Tweeting and Twearning Class • Sports Marketing Law class • Required for Sports Marketing majors • 18 students • Most hadn’t used much technology in their marketing classes previously • Survey: 50% created a Twitter account for the first time in this class

6. Twitter Assignment-Part 1 • Take notes and ask questions during class • My Goal: More involvement with and knowledge of course content C & G-more time on task and hopefully more feedback!

7. Twitter Assignment-Part 2--Group Summary • Weekly summary; 5 minute presentation • Immediate feedback • Reinforcement of learning • Post for other students to use

8. Expectations from First Two Assignments • Substantive Questions about reading (in and outside of class) • Reflection about reading &class discussion • Substantive comment about a current event • Substantive comment or question about the tweets of someone the student is following C & G-more time on task and hopefully more feedback!

9. How do you assess accomplishment of objectives? Assessment

10. Student Perceptions of Twitter Use • Contribute to Knowledge of Content? • Pre: 56% Agreed/Strongly Agreed • Post 64% Agreed/Strongly Agreed • Would Make No Difference • Pre: 25% • Post:17% • Would Not Contribute • Pre: 19% Agreed/Strongly Agreed • Post: 17% Disagreed it would make a difference

11. Course Grades: Spring 2011/Spring 2012

12. Twitter Assignment-Part 3—Follow a Professional Athlete; Develop a Social Media Policy • Evaluate Twitter use and legal implications by 3 sports figures and develop a proposed policy • Favorite sport • Identify 3 professional athletes who have twitter accounts • End of proposed policy on athletes’ use of social media

13. Expectations • Identify legal implications of using social media • Role of sports governing bodies • Contracts • Torts • Labor law/collective bargaining • Develop, read and analyze policies

14. How do you assess accomplishment of objectives? Assessment

15. Impact • Evaluation of policies submitted • Student comments • High level of involvement (100% agreed or strongly agreed) • High level of satisfaction (72% agree or strongly agreed/27% neither agreed nor disagreed) • Good start on policies

16. Questions and Comments Images: license from dreamstime.com & classroomclipart.comPowerPoint template (free) http://www.smiletemplates.com/last-added/powerpoint-templates/0.html