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Twitter:
Micro-blogging to Increase Engagement
Cheryl Boncuore, PhDAcademic Director of Distance LearningKendall College
Aurora Dawn ReinkeProgram Director, School of BusinessKendall College
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ABOUT US
Cheryl Boncuore, PhDAcademic Director of Distance LearningKendall [email protected]
Blackboard administrator and instructor for over 12 years.
• manage Center for Teaching and Learning
• active member of our Assessment Academy and Dean’s team
• teach for the General Education program – online and on ground.
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ABOUT US
Aurora ReinkeProgram Director, School of BusinessKendall [email protected]
I have used Blackboard for 5 years.
• taught 23 different courses in the business program
• pursuing DBA, focus is corporate sustainability & social responsibility
• spent 15 years in the software development biz
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ABOUT KENDALL COLLEGE
• Since 1934
• Small urban institution in Chicago
• Subsidiary of Laureate International Universities global network
• Offers specialized fields of study:
• School of Business
• School of Culinary Art
• School of Education
• School of Hospitality Management
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KENDALL COLLEGE MISSION
Kendall College cultivates students’ passions into rewarding professions
through rigorous learning experiences in the classroom, local communities,
and the world.
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WHAT WE ARE GOING TO LEARN TODAY
• How Twitter was implemented at Kendall as a teaching tool
• Reactions to using Twitter as a teaching tool
• How you can do it in your class
#teachwithtwitter
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OUR CHALLENGE:INCREASE RETENTION
2013 Institution Theme:
Engagement
Student to StudentStudent to FacultyStudent to Greater Community
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DEFINING ENGAGEMENT
• Connecting all institutional constituents to the activities of learning, discovery, and the academic topics of study.
• Every class must explore beyond the institution’s walls to enhance learning experiences because these wider learning experiences can be found throughout the community (Fitzgerald et al. 2012).
• Fits the mission of Kendall College, which encourages that learning experiences occur “in the classroom, local communities, and the world”.
Greater Engagement Leads to Greater Retention
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OUR SOLUTION
Created the Twitter Experiment
• Allowed the use of social media in classes and beyond
• Tied to institutional mission
• Tied to programmatic learning outcomes
• Tied to class objectives
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OUR SOLUTION
276 students…
13 hashtags…
10 professors…
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OUR SOLUTION
Twitter is:
• A great way to prompt students to do research
• A great way to connect with thought leaders in any industry
• A great way to engage students & faculty
• A great way to affirm student knowledge
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OUR SOLUTION
Student responses to using Twitter for a class.
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OUR SOLUTION
Twitter is NOT:
• PRIVATE
• A way for instructors to STALK students
• A home work reminder tool!
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OUR SOLUTION
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OUR RESULTS
#deepdive #results from one class in our study: #kccap
65 students from 3 academic programs
2-quarter project to develop mixed-used property biz plan
Class meets once per week in workshop/coaching format
Twitter assignment: vague, related to “participation”
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REMEMBER OUR SOLUTION
Twitter is:
• A great way to prompt students to do research
• A great way to connect with thought leaders in any industry
• A great way to engage students & faculty
• A great way to affirm student knowledge
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OUR RESULTS
A great way to prompt students to do research:
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OUR RESULTS
A great way to connect with thought leaders in any industry
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OUR RESULTS
A great way to connect with thought leaders in any industry
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OUR RESULTS
A great way to engage students & faculty
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OUR RESULTS
A great way to affirm student knowledge
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OUR RESULTS
A great way to affirm student knowledge:
• Followers
• Retweet
• Favorited
• Response/Reply
• Start a Hashtag Trend
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OUR RESULTS
BONUS
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OUR RESULTS
Tweets with #kccap
4/29/2
013
5/1/2
013
5/3/2
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5/5/2
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5/7/2
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5/9/2
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5/11/2
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5/13/2
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5/15/2
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5/17/2
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5/19/2
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5/21/2
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5/23/2
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5/25/2
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5/27/2
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5/29/2
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5/31/2
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6/2/2
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6/4/2
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6/6/2
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6/8/2
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6/10/2
0130
5
10
15
20
25
30
Instructor Students
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HERE’S HOW WE USED BLACKBOARD
Common tool to capture course related information
• Used a simple “widget”
• Created a Twitterfeed button
• Students could see peer tweets
• Bb issues: different browsers responded to different widgets differently
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USEFUL TOOLS:BIT.LY
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USEFUL TOOLS:HOOTSUITE
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USEFUL TOOLS:TWITONOMY
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TECHNICAL ISSUES
• Twitonomy data available only 9 days (Twitter restriction)
• Twitter searches did not return all possible data
• Tweets not showing up at first
• Twitter alters code
• Data analysis
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LESSONS LEARNED
Not if, but when we do this again:
• More training for everyone, e.g. hashtag/mention use,
• Help students understand why Twitter; be clearer on assignment layout
• Don’t assume all Gen Y students are tech savvy or on SM (most use Facebook, but prefer personal usage only)
• Students were afraid of doing it “wrong” based on “multiple choice mentality”
• For us, better balance quantifiable pieces with softer side
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DO THIS NEXT
TRY integrating twitter into your class:
Twitter Assignment 1: Hashtag, you’re it!
• Current Event searches
Twitter Assignment 2: Follow You, Follow Me
• Making connections to industry leaders
Twitter Assignment 3: Tweet That, Tweety Bird!
• Sharing ideas with others
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RESOURCES
Boncuore, C. (2011). Connecting pedagogy with technology: An online workshop for campus faculty development.(Doctoral dissertation). ProQuest, UMI Dissertations Publishing 2011.
Chickering, A. & Ehrmann, S. C. (1996), Implementing the Seven Principles: Technology as Lever. Retrieved from http://www.tltgroup.org/programs/seven.html
Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education . AAHE Bulletin (39)7 Retrieved from http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm
Dahlstrom, E. (2012). ECAR study of undergraduate students and information technology, 2012 (pp. 1–38). EDUCAUSE Center for Applied Research. Retrieved from http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf
Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16(3), 7-27.
Greenhow, C. & Gleason, B. (2012). Twitteracy: Tweeting as a New Literacy Practice, The Educational Forum, 76:4, 464-478
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171. doi:10.1016/j.compedu.2011.08.004
Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. doi:10.1111/j.1365-2729.2010.00387.x
Kruger-Ross, M., Waters, R., & Farwell, T. (2013). Everyone’s all a-twitter about Twitter. In Using Social Media Effectively in the Classroom (pp. 171–131). New York, NY: Routledge.
Sinnappan, S., & Zutshi, S. (2013). A framework to enrich student interaction via cross-institutional microblogging. In Using Social Media Effectively in the Classroom (pp. 147–166). New York, NY: Routledge
White, J., Carey, L. & Dailey, K. (2001). Web-based instrumentation in educational survey research. WebNet Journal: Internet Technologies, Applications & Issues. 3 (1), pp. 46-50. Norfolk, VA: AACE.
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THANK YOU!
Follow Us!Cheryl Boncuore, PhD@cherylbonc
Aurora Dawn Reinke@AuroraReinke
If you would like to provide feedback for this session please email: [email protected]
The title of this session is: [Twitter: Micro-blogging to Increase Engagement]