Tag Archives: twitter

An investigation into the use of Twitter in teaching.

David Strafford
@davidstrafford

Parallel session 1, Short Paper 1.8


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Short Abstract
This presentation will review an exploratory study examining the opportunities and challenges of using Twitter as an integral part of the teaching on two Events Management modules. Particularly, it explores whether students would actively engage with course content on Twitter to enhance their learning experience and underpin the teaching from the classroom.

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Detailed Outline
The modern student has access to knowledge and information at their fingertips like never before. Ownership of smartphones, tablets and laptops is prevalent amongst the modern day digital learner, with information, knowledge and feedback being demanded faster and faster. Interaction on social media sites such as Facebook, Twitter, Instagram and Pinterest is growing as a result of increased demand for social connectivity. The modern day tutor needs to reflect on this, as to whether these platforms can be tools for teaching.

If students actively and voluntarily spend their time interacting on social media with peers, then it is natural for tutors to ask whether they can engage their students with learning on these same platforms. Therefore as part of the delivery of two Events Management modules, Twitter was used to underpin the learning from the more traditional classroom based teaching. The vehicle was a weekly ‘tweetchat’ hour where tutors and students could come together on Twitter to discuss course related topics. These tweetchats were not compulsory or assessed, they merely supported course material and provided wider background reading through interesting links, articles and videos.

The tweetchat topics loosely followed a particular module’s lecture topics: in Semester One, the Level 4 Events Foundation was chosen and in Semester Two, the Level 5 Charity Events and Fundraising module was utilised. A bespoke Twitter handle was created (@SHUeventschat) and the hashtag #SHUeventschat was used in all tweets during the tweetchats. Storify was used to summarise the tweetchat conversations each week. At the end of each module a quantitative research survey was conducted to establish students’ views on Twitter being used as part of their teaching, with some further qualitative interviews also conducted to delve deeper with particularly engaged students. The results of that research are presented here, couple with recommendations for future use.

272 – Everyone’s a Winner: Using A Professional Conference As An LTA Strategy that engages students, staff and the sport industry – Sarah Wenham

Anticipated outcomes:• To outline an innovative model of LTA involving the use of a professional conference format• To demonstrate how external industry partners can be used in the development of students’ professional practice • To highlight how Twitter can be used to provide effective communication between speaker and student delegates. The session will explain the concept behind the Conference and how it benefits staff, students and the industry. The 7th annual Sheffield Hallam Physical Education, Sport Development and Coaching (PESDC) student conference was held on the 7th & 8th of January 2013. The event has grown in size and reputation in terms of the number of students and speakers that have been involved and the profile that it has gained both internally and externally. 50% of the students who attend the conference do so as part of assessed modules and the hours at the conference contribute to their module learning hours. This conference is still the only event of its kind within the HE sector and provides our courses with an extremely valuable USP against our competitors. Headline Statistics:• student delegates: 550 UG and PG students from the Academy of Sport and Physical Activity• workshops: 65 led by professionals from the sport industry• speakers who are Sheffield Hallam Sport Alumni: 28  Examples of Feedback from Speakers: Alan Bell International Athletics Federation and The Youth Sport Trust: ” The 2013 PESDC gave a fascinating insight to how Sheffield Hallam is endeavouring to provide an enriched experience for their students. Such opportunities for that range of subjects are, in my experience, rare for undergraduates. The University should be congratulated for a unique and well-structured event” The conference had a Twitter feed #PESDCC13 which proved very popular with both students and speakers them to communicate directly with each other. Conference website: http://extra.shu.ac.uk/pesdc/index.php

Presentation: http://prezi.com/fyclkkhlkqfr/?utm_campaign=share&utm_medium=copy

Conference programme:  272 Sheffield Hallam Conference Brochure

2012 Promoting distance learner engagement with formative coursework

Diarmuid Verrier

 This ‘thunderstorm’ session outlines an on-going attempt to promote distance-learner engagement with formative coursework via the introduction of Twitter as a task medium.  Study guides used in distance-learning modules often ask students to complete tasks that aren’t summatively assessed, for example, tasks in which students respond to each others contributions critically and positively.  If engagement wanes, fewer students will post and students may be reluctant to go back to check discussion boards after posting, negating the potential for a true discussion developing.  Without the powerful motivator of grades, it’s essential that we make these tasks as user-friendly and engaging as possible.  One possible barrier to student engagement is the sometimes cumbersome nature of virtual learning environment user interfaces.  Twitter’s raison d’ être is to facilitate interaction between individuals.  Unsurprisingly, then, tweeting is a far easier task (quicker and more efficient) than navigating through SHUspace.  The instantaneous nature of tweeting should make it more likely that authentic and spontaneous discussion will break out amongst the student group.  The process of integrating Twitter into coursework, as well as unforeseen challenges that have emerged, will be discussed.

Link to presentation:  Promoting distance learner engagement with formative coursework

B5 – (EN07, EN02, EN14) 11.50