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Twitter: Professional Development and Instruction

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Presentation to faculty on the following points: social networking tools that allows people to share information

a real-time feed to like-minded individuals

in an education or training context could represent a powerful way for educators to publicize research, communicate with their students, be connected with a wider learning or scholarly community, or signpost “followers” to interesting resources, and news stories.

Published in: Education
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Twitter: Professional Development and Instruction

  1. 1. Centre for Student Engagement and Learning InnovationLunch & Learn: Teaching With Technology Twitter Julie Kent, Hons. B.A., M.L.I.S. Research and Instruction Librarian 10/12/2012 1
  2. 2. Today . . . Professional Resource Instructional Tool Hashtag #TRUTECHTALK https://twitter.com/signup Follow10/12/2012 Tweetchat.com 2
  3. 3. Professional Resource • Professional • Reflect your role • Long term • Personal • Professional Best Practices: Settings 10/12/2012 3
  4. 4. Professional Resource • Real name • Which one? • List roles • TRU identity • Affiliations • Personal item Best Practices: Profile 10/12/2012 4
  5. 5. Professional Resource 10/12/2012 5
  6. 6. Professional Resource Professional Resource Whom to follow? publishersprofessional associations radio educators authors cultural colleagues events & conferences institutions 10/12/2012 6
  7. 7. Professional Resource Find & FOLLOW? Directories • WeFollow • Just Tweet It • Inside Higher Education Twitter Directory • Tweet Find • Follow Edu 10/12/2012 7
  8. 8. Professional Resource What to tweet? links tovideos posts links to your retweet “@” mentions links to conferences questions pose 10/12/2012 8
  9. 9. Instructional Tool Instructional Tool Study Results • new forms of interactivity • alternative methods of formative assessment • understand learning styles and preferences 10/12/2012 9
  10. 10. Instructional Tool Case STUDY COFA Online University of New South Wales Teaching with web 2.0 technologies: Twitter, wikis & blogs - 10/12/2012 10
  11. 11. Instructional Tool Instructor Disburse Information 10/12/2012 11
  12. 12. Instructional Tool Instructor Receive Information 10/12/2012 12
  13. 13. Instructional Tool Instructor Engage 10/12/2012 13
  14. 14. Instructional Tool Classroom set up Hashtag – carefully consider Etiquette – establish early 10/12/2012 14
  15. 15. Instructional Tool Etiquette Code of Conduct • Positive language • Supportive comments • Courtesy • Content 10/12/2012 15
  16. 16. Twitter Talk Glossary Tweet – an individual post RT – (retweet) resending someone elses tweet @username – mention or opening a message to a specific person Message – direct and private message to a follower #hastag – a tag that tracks groups and discussions Groups – allows users to place followers in a single feed 10/12/2012 16
  17. 17. Twitter Tools Shorten • http://is.gd.com • http://tinyurl.com • http://adjix.com • http://bit.ly (has tracking) • http://snurl.com 10/12/2012 17
  18. 18. Twitter Summary Summary • Classroom community • Tool for assessment • Create a learning experience, increased engagement • Explores language • Reference services – sharing resources via links 10/12/2012 18
  19. 19. Discussion10/12/2012 19
  20. 20. ReferencesTwitter. (2012). About / Logo & Brand. Retrieved from https://twitter.com/logoTwitter. (2012). Guidelines and Best Practices. Retrieved from https://support.twitter.com/groups/33-report-abuse-or-policy-violations#topic_121COFA Online, University of New South Wales. Teaching with web 2.0 technologies: Twitter, wikis & blogs - Case study. Retrievedfrom http://youtu.be/V5tSSgBJq2s Mistry, V. (2011). Critical care training: using twitter as a teaching tool. British Journal of Nursing 20 (20). Academic SearchComplete.Mollett, A., Moran, D., Dunleavy, P. (2011). Using twitter in university research, teaching and impact activities: a guide foracademics and researchers. LSE Public Policy Group.Veletsianos, G. (2012). Higher education scholars’ participation and practices on Twitter Journal of Computer Assisted Learning,28. pp 336-349.10/12/2012 20

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