Tweet: #CSUFTIP13

Tweeting and Learning = Twearning the Day

Away!Ida M. Jones

Tweet: #CSUFTIP13

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/

Tweet: #CSUFTIP13

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

Tweet: #CSUFTIP13

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)

Tweet: #CSUFTIP13

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

Tweet: #CSUFTIP13

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!

Tweet: #CSUFTIP13

Twitter Assignment-Part 2--Group Summary

• Weekly summary; 5 minute presentation– Immediate

feedback– Reinforcement of

learning• Post for other

students to use

Tweet: #CSUFTIP13

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!

Tweet: #CSUFTIP13

ASSESSMENTHow do you assess accomplishment of objectives?

Tweet: #CSUFTIP13

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

Tweet: #CSUFTIP13

Course Grades: Spring 2011/Spring 2012

Tweet: #CSUFTIP13

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

Tweet: #CSUFTIP13

Expectations• Identify legal implications of

using social media– Role of sports governing bodies– Contracts– Torts– Labor law/collective bargaining

• Develop, read and analyze policies

Tweet: #CSUFTIP13

ASSESSMENTHow do you assess accomplishment of objectives?

Tweet: #CSUFTIP13

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

Tweet: #CSUFTIP13

Questions and Comments

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