Chapter 13 & Twitter
Twitter is a form of microblogging where the user can post various information as others can comment. This new form of communication has started to find its way into the classroom as a tool for posting discussions, allowing for full class interaction and participation. Twitter has been mainly used for personal use to share information about what the individual is currently doing, relevant news, links to interesting websites, and more.
Twitter is an internet social network site which allows the user to post information similar to a blog where “followers” can comment. This creates a discussion amongst users about a particular topic of interest. These posts are directly dependent on the user and past posts may either stay visible or be deleted if desired. It is up to the user as to what they wish to post. When commenting on another users post, a discussion is started which can proceed into further sharing of information.
In chapter 13 Clark and Mayer discuss the use of user control with e-learning programs. With Twitter entering the classroom many consider this interaction e-learning because posts can be made to present a class discussion topic where students are encouraged to comment, come to new conclusions, research more information and share results, etc.
When creating learner control with e-learning Twitter allows the learner to be in full control of their posts, and with the direction they wish to take in their discussion. With the teacher’s input, the teacher is able to control the discussion by helping to direct the discussion and to help ensure the major points are hit. At the same time the learner is given freedom of what they want to add to contribute. The learner is able to view older posts presented by their classmates, teacher, and themselves to review what was said in the discussion.
Clark and Mayer discuss the importance of program control and how the learner needs some control to ensure they obtain the information they need to learn, but are still free to take the path in which they wish to take. With Twitter, the instructor can help to control the content by directing the discussion by presenting further ideas or questions to consider. Twitter’s other program control is the amount of characters allotted in one post. The user is only allotted 140 characters which forces the user to make sure they are able to say what they really want to by getting right to the point. This makes it harder to explain a point that may need further explanation.
The use of Twitter can be adapted to any classroom discussion where learners share what they have learned, what they want to learn, and what any other information they wish to share about the topic. Each discussion has a desired goal. Through the use of written discussions as opposed to verbal discussions, the learners are able to refer to what was discussed when reviewing the content. This helps with studying and retaining information.
Twitter Activities
Daily Chatter – I have found this to be the most common use for Twitter so far. Most of my friends like to share what they are doing, or plan to do for the day. I generally don’t share what I am doing because I don’t usually think about it as I am doing it, or think to share with everyone what I am doing.
Conversations – So far I have commented on a couple of conversations but not many. I would use this concept to agree with what is being said or to ask further questions. The comments I have made so far were just replies to what others have said to me.
Sharing Information/URLs – Being at the Denver conference I think I will post URLs and share what I am learning more than when I am not here. I don’t see myself using this on a daily or weekly basis (depending on how frequently I tweet) unless I use Twitter as an educational tool. During the keynote speech on Sunday night, I posted a quote by the ISTE president that I thought was a good reason for us all being here.
Reporting News – I don’t see myself using this very often, but after thinking about it I realized that this morning when I woke up in Denver and looked over at the mountains I reported “Snow in the mountains,” which is news to some people who aren’t around mountains where there is snow practically year round.
Friends - Followers can be friends, co-workers, and even people who you are just interested in following (such as celebrities). At the conference there are many people who I have met who have a twitter account. I have been told that ISTE has an account for the Denver conference as well...I am still working on finding exactly what the name is called.
Information Source / Information Seeker – I am generally more of the information seeker than the information source. At this conference I am being more of the information source to help provide useful information to those who seek it.
Conversations – So far I have commented on a couple of conversations but not many. I would use this concept to agree with what is being said or to ask further questions. The comments I have made so far were just replies to what others have said to me.
Sharing Information/URLs – Being at the Denver conference I think I will post URLs and share what I am learning more than when I am not here. I don’t see myself using this on a daily or weekly basis (depending on how frequently I tweet) unless I use Twitter as an educational tool. During the keynote speech on Sunday night, I posted a quote by the ISTE president that I thought was a good reason for us all being here.
Reporting News – I don’t see myself using this very often, but after thinking about it I realized that this morning when I woke up in Denver and looked over at the mountains I reported “Snow in the mountains,” which is news to some people who aren’t around mountains where there is snow practically year round.
Friends - Followers can be friends, co-workers, and even people who you are just interested in following (such as celebrities). At the conference there are many people who I have met who have a twitter account. I have been told that ISTE has an account for the Denver conference as well...I am still working on finding exactly what the name is called.
Information Source / Information Seeker – I am generally more of the information seeker than the information source. At this conference I am being more of the information source to help provide useful information to those who seek it.
Virtual Field Trips
| evaltour.pdf |
Learn how you use the one language shared by humans all over the world, regardless of their gender, culture, or race. Come take a tour to see how math is used every day in real life experiences.
Visit Real Life Math to learn how you share a common language with everyone else around the world!
Visit Real Life Math to learn how you share a common language with everyone else around the world!
| letter_to_author.docx |
Chapter 15 & Virtual Worlds
Both the book and the article explain that, if used properly and if everyone knows how to navigate their way around, virtual worlds can be used as educational settings. In the e-learning book, Clark and Mayer wrote that simulation games can be useful if there is an equal balance of motivation in enjoyment and achievement of learning objectives. Without this the “game” will not be effective enough to be useful.
The e-learning book seems to write more about video games and simulation games in learning than virtual environments. What could be included and researched more to be put in this book is more information about the use of virtual worlds in the classroom.
The article covers strictly virtual worlds and their use in the classroom. Some of the studies showed that students didn’t think they necessarily learned much from using it, but when asking what they did learn they were able to describe exactly what the intention of the virtual experience was giving. In one study students learned about nutrition, and explained that they learned a lot from the experience. Will students be able to relate this information then to real life experiences with how they eat, or will this strictly remain in their virtual world?
The e-learning book can also include, with virtual worlds, research on student collaboration with others from around the world to learn about various cultures in other countries. This communication can also help to increase English language skills through the communication with peers from around the country/world.
Both the book and the article show positives and negatives of games or of virtual worlds as a means of learning, and they both show relatively positive outcomes but don’t seem to possess enough explanation about exactly how the studies were taken, mostly just the results. I think there needs to be more explanation of exactly how games and virtual worlds can be used in the classroom to get the intended learning experience.
The e-learning book seems to write more about video games and simulation games in learning than virtual environments. What could be included and researched more to be put in this book is more information about the use of virtual worlds in the classroom.
The article covers strictly virtual worlds and their use in the classroom. Some of the studies showed that students didn’t think they necessarily learned much from using it, but when asking what they did learn they were able to describe exactly what the intention of the virtual experience was giving. In one study students learned about nutrition, and explained that they learned a lot from the experience. Will students be able to relate this information then to real life experiences with how they eat, or will this strictly remain in their virtual world?
The e-learning book can also include, with virtual worlds, research on student collaboration with others from around the world to learn about various cultures in other countries. This communication can also help to increase English language skills through the communication with peers from around the country/world.
Both the book and the article show positives and negatives of games or of virtual worlds as a means of learning, and they both show relatively positive outcomes but don’t seem to possess enough explanation about exactly how the studies were taken, mostly just the results. I think there needs to be more explanation of exactly how games and virtual worlds can be used in the classroom to get the intended learning experience.
Second Life
As I was going through Second Life for the first time, I found it very difficult to go to places that I wanted to go. I figured out how to fly which led me to various islands where there were some houses and trees, but nothing that seemed educational. The second time using it, I found the search option where I searched for places to go, which then gave me all the options of places to visit. I was able to sort by topic, education which then narrowed down my search. The most recent place I visited was the Fair. I hopped on the flying segway and took a tour of the location. There I saw a huge food pyramid and signs that told about the food, and that it is healthy but you have to be careful of the bacteria... There were also a few other areas at this fair that I think could be realistic as well as educational to young learner. I still need to spend more time with Second Life before I can fully determine if it is worth while to use in a classroom.
