{"id":529,"date":"2015-11-27T10:01:48","date_gmt":"2015-11-27T10:01:48","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/socmedhe\/?page_id=529"},"modified":"2015-12-14T11:34:35","modified_gmt":"2015-12-14T11:34:35","slug":"findesiecletwitter-ludic-learning-and-role-play-with-undeaddemina-crazyfordorian-and-help_me_hyde","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/socmedhe\/findesiecletwitter-ludic-learning-and-role-play-with-undeaddemina-crazyfordorian-and-help_me_hyde\/","title":{"rendered":"#FinDeSi\u00e8cleTwitter: Ludic Learning and Role \/ Play with @UndeadDeMina, @CrazyForDorian and @Help_Me_Hyde"},"content":{"rendered":"<h2>Rosie Miles <a class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https:\/\/twitter.com\/MsEmentor\">@<span class=\"u-linkComplex-target\">MsEmentor<\/span><\/a>\u00a0\u2013 University of Wolverhampton<\/h2>\n<p>This paper will present an innovative use of role-play using twitter as an example of what Kolb and Kolb term \u201cludic learning\u201d (2010).\u00a0 #FinDeSi\u00e8cleTwitter is part of a suite of assessed online activities on a Third-Year Undergraduate module on (late) Victorian Literature, Art and Culture (on an English Studies degree).\u00a0 All the other activities are based in a VLE and the paper will outline how #FinDeSi\u00e8cleTwitter grew out of what was originally a discussion forum activity.<\/p>\n<p>As well as discussing what\u2019s needed to get the entire class successfully on twitter, the paper will also consider how the tutor\u2019s role is changed and challenged through modelling the spirit of ludic learning that I wished to encourage in the students.\u00a0 A. Ravenscroft notes the \u201cclear tension between the tradition of learning as a highly structured and organized experience \u2026 and the more collaborative, volatile and anarchic nature of the social web\u201d (2009).\u00a0 I also use Meng-Fen Grace Lin\u2019s case study of her twitter use with students as a means of focussing how I (1) <em>provided scaffolding<\/em>, (2) <em>addressed privacy<\/em>, and (3) <em>established purpose<\/em> with #FinDeSi\u00e8cleTwitter.<\/p>\n<p>The theoretical framework for #FinDeSi\u00e8cleTwitter is a context of considering the role of play in learning.\u00a0 Using both Johan Huizinga\u2019s classic anthropological account of <em>Homo Ludens<\/em> (1950) and Mikhail Bakhtin\u2019s notion of the carnivalesque I will show how my students\u2019 engagement with twitter exemplifies the many-voiced, democratic, participatory spirit associated with carnival.<\/p>\n<p>Discussion of aspects of #FinDeSi\u00e8cleTwitter have appeared in The Guardian\u2019s <a href=\"http:\/\/www.theguardian.com\/higher-education-network\/blog\/2012\/jun\/11\/teaching-with-twitter\">Higher Education Network pages<\/a> (2012) and in the <a href=\"https:\/\/www.timeshighereducation.com\/news\/twitters-not-literature-but-it-can-be-a-novel-teaching-tool\/2018184.article\">Times Higher<\/a> (2015). I have also spoken at The Bett (Technology) Show 2015, and have engagements to speak about this work ahead at an <a href=\"http:\/\/www.insidegovernment.co.uk\/event-details\/promoting-online-learning-in-uk-higher-education-provision\/554\/#agenda\">Inside Government Forum on Online Learning<\/a> (October 2015) and the British Council New <a href=\"http:\/\/www.britishcouncil.rs\/en\/new-technologies\">Technologies in Education Conference<\/a> (February 2016).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Rosie Miles @MsEmentor\u00a0\u2013 University of Wolverhampton This paper will present an innovative use of role-play using twitter as an example of what Kolb and Kolb term \u201cludic learning\u201d (2010).\u00a0 #FinDeSi\u00e8cleTwitter is part of a suite of assessed online activities on a Third-Year Undergraduate module on (late) Victorian Literature, Art and Culture (on an English Studies&hellip;<\/p>\n","protected":false},"author":1333,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-529","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/P6r5Qk-8x","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/529","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/comments?post=529"}],"version-history":[{"count":4,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/529\/revisions"}],"predecessor-version":[{"id":739,"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/pages\/529\/revisions\/739"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/socmedhe\/wp-json\/wp\/v2\/media?parent=529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}