CAL 2009: Quality in the writing process: exploring blog micro-content from discipline specific perspectives

Live capture from #cal09

EduTwitter: What can I learn from Tweets?

I have mentioned before my ambivalence to Twitter as an educational tool (see for example Ask Twitter: Mobile phones in education). I tell people (assuming they bother to ask) that I am not convinced that Twitter is that useful a tool in schools. I really surprised myself therefore when I responded to a question by David Noble through his edonis project. Before I explain why I surprised myself, I think a brief digression to talk about the edonis project would be useful.

My social Network on Flickr, Facebook, Twitter and MyblogLog
Originally uploaded by luc legay

David Noble is currently working on an EdD with the University of Edinburgh. The focus of his thesis is: How are educators using the social web to develop their practice? One of the ways he is researching this is through the edonis project where edonis stands for "EDucator Online Impact Study". This three year project hopes to gather about 100 educators together in an onlinbe community to discuss issues, complete questionnairs and respond to questions on their use of the social web. I think this is an inspired idea. Rather than simply report on the social web in education, David has created an online community - to walk the walk as well as talk the talk. Excellent idea. He has not yet hit the 100 mark, so if you haven't already signed up, it's not to late.

(*Update: David contacted me on Twitter (appropriately enough) to say that as well as the people signed up on Ning, he has over twenty people participating by email. I'd still contact him though if you are interested - he may need some "spares". :-) *)

I responded last week to his latest request for participation. He asked:

I'd like you to recall and give brief details about a recent example of online communication between you and at least one other person, which you feel led to some kind of learning for you (professional or otherwise). You may wish to indicate: the way you communicated; whether it was in 'real time' or not; and how you found the experience.

I was surprised to find myself responding as follows:

Most recent was the Twitter exchange on digital natives. Which hopefully write up soon. Before that, it was probably another set of Twitter exchanges connected to questions my students had asked.

The nature of Twitter means it is geared to giving fasts responses and brief messages. This means I got a decent amount of feedback in a very short space of time.

I found the experience interesting. I would still claim to be sceptical of the educational value of Twitter, yet some of the best sites I've visited recently have come from links sent on Twitter and a number of blog posts have been triggered by Twitter exchanges, e.g. Can you guess what it is yet?

I am puzzled therefore as to why I am not convinced about Twitter in schools. I'm still reluctant to recommend it to students... but I recommended it anyway, most recently in a recent lecture to PGDE(S) students. I guess that's just another indicator of how deeply confused I am. :-)

So, I'm not convinced of it's value in education but it has contributed to my own learning. I'm not convinced of it's value to students but I recommend it to my students anyway.

I think I need to think it out again!

ECER 2008 - Social software for reflective dialogue

Live blog from a session at ECER 2008.

Presentation from Carina Granberg, Umea University, Sweden

The full title of the presentation is Social software for reflective dialogue – is there any trace of reflection and dialogue in the students’ blogs?

Student assessment included the requirement to make at least two entries. The presenter is interested in internal and external dialogue. She sees reflection as essential for learning but requires a deeper level of reflection - not just on content but on the process and even the premise. The students tended to agree that reflection involves internal reflection but see the value of external dialogue - to talk through what they are thinking with fellow students. Two thirds prefered face to face dialogue seeing it as more social and faster. However a third valued the thinking time written responses allowed.

[Running out of power - may add more later. :-) - DM Update: More added!]

Two groups were studied. One saw reflection purely in terms of completing the assignment. They did bare minimum and discussion was very linear. Other group saw reflection in a much broader sense - to do with learning rather than just for the assessment. Their discussion was much more complex and they appreciated blogging as a tool that helped encourage reflection. Both groups were equally unfamiliar with blogs and similar ICT skills.

[Trick of course to encourage group B behaviour in group A students! - DM]

In a subsequent blogging exercise, the tutor took part in the discussion and challenged students to reflect further. Also didn't set quantity of responses but asked for quality instead. The researcher therefore confirmed the importance of an active eTutor/eMentor in creating a positive, educationally valuable, blogging experience for students.