“Order emerges at the edge of chaos.” Roger Lewin and Birute Regine, The Soul at Work
… a busy, innovative, thriving classroom (or online discussion board, or boardroom) sometimes is chaotic.
Twitter is one form of digital and computer-mediated form of peer-to-peer engagement that functions with both communicative and outreach potential. Students enrolled in higher education institutions report that Twitter “provided space and opportunities to engage in academic activities as a new pedagogical tool” (Bista, 2015, p. 1). Our Canvas LMS also has a Chat Feature that can function as a intra-course micro version of Twitter.
Additional research confirms that social media application such as Twitter and the Canvas chat feature “aids students in building relationships, fosters students’ connections with each other, and allows them to create meaning through sustained communication” (Chapman, 2015, p.1).
Further, research by Bartosik-Purgat, Filimon & Kiygi-Calli, 2017, Junco, Elavsky& Heiberger, 2015, and Prestridge, 2014, indicate that there is a powerful constructivist teaming between instructors and students as they tweet and retweet course content, perspectives, and discussions on Twitter. This student- teacher and student-student engagement reinforces our enhanced Community of Inquiry framework (Hamm, Edwards, King, 2018) and student learning outcomes (Junco, Elavsky, and Heiberger, 2015; Prestridge, 2014).
Here are some recommendations for using Twitter or the Canvas Chat feature in your course:
The best pedagogy is the one that is inclusive and meets learners where they are located.
Bartosik-Purgat, M., Filimon, N., Kiygi-Calli, M. (2017), Social Media and Higher Education – An International Perspective,Economics and Sociology, Vol. 10, No 1,
pp. 181-191. DOI: 10.14254/2071-789X.2017/10-1/13.
Bista, K., 2015. Is Twitter an effective pedagogical tool in higher education? Perspectives of education graduate students. Journal of the Scholarship of Teaching and Learning, Vol. 15, No. 2, April 2015, pp. 83 – 102. doi: 10.14434/josotl.v15i2.12825.
Chapman, A. (2015). Tweeting in Higher Education: Best Practices, (2015). Retrieved from https://er.educause.edu/articles/2015/9/tweeting-in-higher-education-best-practices.
Junco, Reynol C., Elavsky, C. Michael and Heiberger, Greg., (2013). Putting Twitter to the Test: Assessing Outcomes for Student Collaboration, Engagement, and Success, British Journal of Educational Technology, Vol. 44, No. 2 (March 2013): 273–287.
Prestridge, S. (2014). A focus on students’ use of Twitter–their interactions with each other, content and interface. Active Learning in Higher Education, 15(2), 101-115.
Note: this post originally written by Helen Teague and published on the HSU Online Ed blog.
The busy timetables of the school year can leave little time for extensive new units of study. As teachers, instructional designers, administrators realize the compacted time demands of each day, other options are possible.
Consider mini-lessons of 10-15 minutes to reinforce essentials concepts to enhance the invitational component of your classroom or online course.
Gratitude: it feels good to say “thank you” and grandma would nod in approval, but is there a research benefit to backup Grandma? In eight different studies, gratitude was shown to reduce feelings of depression (Lambert, N. M., Fincham, F. D., & Stillman, 2012). Research has also revealed that a gratitude practice lessens anxiety and may help lessen the experience of post-traumatic stress disorder (PTSD) (Vernon, Dillon & Steiner, 2009).
Gratitude is catalyzed positively when we choose to reframe what happens to us in positive terms.
It improves sleep (Wood, Lloyd & Atkins, 2009) which in turn has a positive impact on mood. And anxiety. And just about everything. It improves overall cardiac health (DuBois, et al., 2012), both indirectly through improving mood and attention to positive health behaviors like fitness and nutrition as well as directly through reduction in inflammation.
It strengthens memory (Ramirez, et al., 2014). For elderly adults, practicing gratitude was shown to improve their overall sense of well-being and quality of life. And who wouldn’t want that?
DuBois, C. M., Beach, S. R., Kashdan, T. B., Nyer, M. B., Park, E. R., Celano, C. M., & Huffman, J. C. (2012). Positive psychological attributes and cardiac outcomes: associations, mechanisms, and interventions. Psychosomatics, 53(4), 303-318. PMID: 22748749 DOI: 10.1016/j.psym.2012.04.004
Lambert, N. M., Fincham, F. D., & Stillman, T. F. (2012). Gratitude and depressive symptoms: The role of positive reframing and positive emotion. Cognition & Emotion, 26(4), 615-633. PMID: 21923564 DOI: 10.1080/02699931.2011.595393
Ramírez, E., Ortega, A. R., Chamorro, A., & Colmenero, J. M. (2014). A program of positive intervention in the elderly: Memories, gratitude and forgiveness. Aging & mental health, 18(4), 463-470. PMID: 24229346 DOI: 10.1080/13607863.2013.856858
Vernon, L. L., Dillon, J. M., & Steiner, A. R. (2009). Proactive coping, gratitude, and posttraumatic stress disorder in college women. Anxiety, Stress, & Coping, 22(1), 117-127. PMID: 18791902 DOI: 10.1080/10615800802203751
Wood, A. M., Joseph, S., Lloyd, J., & Atkins, S. (2009). Gratitude influences sleep through the mechanism of pre-sleep cognitions. Journal of psychosomatic research, 66(1), 43-48. PMID: 19073292 DOI: 10.1016/j.jpsychores.2008.09.002
VoiceThread is a collaborative caldron combining text, video, personalized comments, audio, and images. Participating in a VoiceThread conversation is free, with registration. Used in a classroom near you, here are 9 short and sweet steps to create your next voice thread.
Instructions for Uploading Your VoiceThread
Repost from Education Dive:
Responsiveness and individualized feedback addressing learners by name are just two of many practices that build a bridge that erases distances in distance learning. Methods to close the “transactional distance,” or the space felt between a faculty member and a student in the learning process, include opportunities for in-class dialog, peer-to-peer video, text exchange, and/or exposure to campus culture.
Carter, J. (April, 2018). Reducing ‘distance’ is key to online learner success. Education Dive blog, retrieved from: https://www.educationdive.com/news/reducing-distance-is-key-to-online-learner-success/521166/
“Isolation is the enemy of improvement.” ~Tony Wagner, author of The Global Achievement Gap
This quote is a good add for your bulletin board, letter to parents, and/or course syllabi. It encourages and hints at the necessary collaborative focus of the learning that will occur in your classroom.
Studies have indicated that the use of a conversational tone and/or including a personalized learning agent enhances learning. Also, using conversational tone and/or a personalized learning tool induces students to listen to content (Mandernach, B. 2009).
Consider the combination of evaluation and personalized video. Use your mobile phone app or laptop-resident video software to provide a quick, personalized evaluation for your students’ work. Too many students in huge classes? Consider sending a personalized message to groups of students who share a distinguishing feature (high assignment scores, by classification, etc…).
Mandernach, B. (2009). Effect of Instructor-Personalized Multimedia in the Online Classroom. International Review of Research in Open and Distance Learning, 10:3 (1- 19).
Found in Southard, Sheryne M. and Young, Karen (2018) “An Exploration of Online Students’ Impressions of Contextualization, Segmentation, and Incorporation of Light Board Lectures in Multimedia Instructional Content,” The Journal of Public and Professional Sociology: Vol. 10 : Iss. 1 , Article 7. Available at: https://digitalcommons.kennesaw.edu/jpps/vol10/iss1/7