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TWITTER FOR PROFESSIONAL LEARNING: MYTHS AND REALITIESMuireann O’KeeffeInstitute of Education, University College London Dublin City University
DCU Digital Learning Research Symposium November 2016
Motivation for this research
I advocated Twitter as a learning tool with HE staff
Rhetoric V’s research
Rhetoric V’s research Top Tool
for Learning
Collaboration & learning
Supports sharing of practice
Builds connections
Keep up-to-date
Rhetoric V’s research Limited research: Twitter for informal professional learning (Gerstein, 2011; Holmes et al., 2013; Lupton, 2014)
Need for investigation into informal opportunities for professional learning (Slowey et al., 2014; National Forum, 2015; Martensson & Roxa, 2015).
Research questions 1. What are the activities of HE
professionals using the social networking site Twitter?
2. How are activities on Twitter supporting the learning of these HE professionals?
3. What are the barriers and enablers experienced by these HE professionals in engaging with Twitter for professional learning?
Twitter Data
} Interview Data
Reflective Memos}
Conceptual underpinningsAn approach to social learning: CoP model (Wenger, 1998)
CoP dimensions:
mutual engagement
joint enterprise
shared repertoire
Learning informally online• Networked learning, connected learning, connectivism• Common assumptions: learning is self-determined,
participatory, authentic and relevant to needs (Garrison & Anderson, 2003; Hayes & Gee, 2005; Ito, et al., 2013; Siemens, 2006).
• Online as a space/place (White & Le Cornu, 2011; Gee, 2005)
Visitors and Residents typology: Wenger’s (1998) modes of participation • Visitors : peripheral /non-participation• Residents : participation
Case study approach• Exploratory research • Holistic view of situation• Conclusions can be questions for
further research(Buchanan, 2012; Denscombe, 2010; Yin, 2014)
• Participants: 7 HE professionals• (Lecturers, learning technologists,
academic developers)
• Cross-case analysis
Visitor - Resident continuum Vi
sito
r/ No
n-pa
rtici
pant
Den
ise
Paul
Car
ol
Visi
tor/
resi
dent
Loui
se
Mat
t
Resi
dent
/ Pa
rtici
pant
Ben
Mau
rice
(White & Le Cornu, 2011)
Findings: Activities (RQ1)
Visitors• Information
gathering• Absence of
social presence
Residents• Social presence• Connecting and
interacting w/ other professionals
Findings (RQ 2 & RQ 3)
Myth
Twitter is an inherently social network
Twitter is easily mastered to enable professional
learning
RealityParticipants
demonstrated different types of social
particiaption online (Legitimate peripheral
participation / participation)
Barriers to online participation are not
issues of digital competency, but rather
more complex
Twitter can provide opportunities for
professional learning ……but creates
implications
Capacity to participate online Visitors Traits Resident traits
• Lack of Time• Vulnerability • Caution • Not ready• Professional confidence • More knowledgeable others• Hierarchy
• Easy to use in timely ways• Professional confidence • Establishing a social presence• Playfulness• Take risks• Understanding the rules of
engagement • Engaging in critical discussions • Flat structure of Twitter
Factors supporting participation
}
Contributions…• Professionals use SNS in varied ways, not all positively
disposed to participation• SNS provide opportunities but create complexities• Support needed: more than technical, Digital identity
development (confidence & identity)
Implications for practice • Public SNS are not simple solutions for professional
learning• Need to think about the complexities and problems they
present… • Multiple issues identified need critical thought and further
discussion among academic developers and those supporting education in digital era
References • Buchanan, D. (2012). Case studies in organisational research. In G. Symon, & C. Cassell, The Practice of Qualitative Organizational
Research: Core Methods and Current Challenges (pp. 351-370). London: Sage.• Denscombe, M. (2010). The good research guide: for small-scale research projects (4th ed.). Berkshire: Open University Press. • Garrison, D., & Anderson, T. (2003). E-learning in the twenty first century. New York: RoutledgeFalmer. • Gee, J. P. (2005). Semiotic social spaces and affinity spaces: From the age of mythology to today's schools. In D. Barton, & K. Tusting,
Beyond Communities of practice: Language, power, and social context (pp. 214 – 232). New York: Cambridge University Press. • Gerstein, J. (2011). The Use of Twitter for Professional Growth and Development. International Journal on E-Learning, 10(3), 273-276. • Hayes, E., & Gee, J. (2010). Popular culture as a public pedagogy. Retrieved Sept 29, 2015, from jamespaulgee.com:
http://jamespaulgee.com/admin/Images/pdfs/Popular%20Culture%20and%2 0Public%20Pedagogy.pdf • Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K.,Watkins, C. (2013). Connected learning: an agenda for research
and design. Irvine, CA, USA: Digital Media and Learning Research Hub. • Holmes, K., Preston, G., Shaw, K., & Buchanan, R. (2013, August). ‘Follow’ Me: Networked Professional Learning for Teachers.
Australian Journal of Teacher Education, 38(12). Retrieved April 20, 2015, from EduResearch Matters: http://www.aare.edu.au/blog/?p=564
• Lupton, D. (2014). ‘Feeling Better Connected’: Academics’ Use of Social Media. News & Media Research Centre, University of Canberra. Canberra: University of Canberra.
• Martensson, K., & Roxa, T. (2015). Academic development in a world of informal learning about teaching and student learning. International Journal for Academic Development, 20(2), 109-112.
• National Forum. (2015). Mapping Professional Development Pathway for those who Teach in Irish Higher Education: Where are we now and where do we want to go? National Forum for the Enhancement of Teaching and Learning in Higher Education. Dublin: National Forum for the Enhancement of Teaching and Learning in Higher Education.
• Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. • White, D., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9).
Siemens, 2006)• Slowey, M., Kozina, E., & Tan, E. (2014). Voices of academics in Irish Higher education. Perspectives on professional development.
Dublin: AISHE. • Yin, R. K. (2014). Case Study Research: Design and Methods (5 ed.). California: Sage Publications.