Twitter & Microblogging : Political, Professional & personal practices_LUtwit2013

Twi$er & Microblogging: Poli2cal, Professional & Personal Prac2ces -‐ Lancaster University, Lancaster, 10 -‐ 12 April 2013

SociotechnicalMediationin LearningCommunities:

Twitter Practicesin Distance Learning

Xavier INGHILTERRAI3m Laboratory

Université du Sud Toulon VAR


Institutional Framework

• Ph.D thesis (Information & Communication Sciences) • CIFRE Agreement (ANRT)• Directed by I3m (E. BOUTIN, USTV, University Professor)

Theoretical Scope• Industrial Training

Empirical Research• Community dynamics of SN• Playful immersion (the «Flow»)

2


What are the new challenges for training?• Too frequent dropouts • Amphitheatres increasingly empty• Taking an active part in training

How to regain student interest?

What findings could be drawn?• Social networks invest in the academic environment • Contribution of playing-based issues in pedagogy

How to exploit this dynamic and encourage more active participation of learners?

3


Why Twitter?• Microblogging lends itself to this paradigm shift• A device adapted to the current generation of praxis

Connecting the individual to the collective whole

4


A keystone Digital Ecosystem

LMS Blog Twitter

+DiigoVimeoPaperLiScoop.ItNetvibesSlideShare…

5


6Participant observation• Population: 276 Bachelor students in distance Learning • Samples divided in 3 groups (Witness, G1, G2)• Average age: 28 years• Low level mastery of digital technologies• 57% are in employment • 97% have never used a Microblogging device before

Pedagogical purposes• Extend beyond academic time dynamics introduced in synchronous• Create a participatory environment where learners have fun being in

a friendly community• Articulation with the student blog in order to elicit feedbacks • Import knowledge acquired outside training time


7First results•Participation rate: 20,2% (in context of optional course)• Information sharing introduced a new collaborative arrangement

for online communities •The tool provided an ideal environment of intermediatization •Twitter allowed a new dialogical style attracted the attention of

students and successfully promoted feedbacks•Without their knowledge, students developed skills in interacting

with peer to peer and tutor, outside the institutional conventions

Limits •Extend the sample population to make it more representative•Limit control extraneous variables (Facebook privacy)

Promising fields• Identify actors of emulation in a learning community in order to

act on mediated targeted manner


8 Network analysis

Monitoring the flow of interactions to highlight the influential actors


9


Thank you for your attention!

[email protected], USTV

mailto:[email protected]

mailto:[email protected]


Main referencesBANDURA A. (1977). Social Learning Theory. Englewood Cliffs, N.J. : Prentice Hall.BRUNS A. (2008). Blogs, Wikipedia, Second life, & Beyond : from production to produsage, New York: P. Lang.CSIKSZENMIHALYI M. (1991). Flow : the psychology of optimal experience, New York: Harper Perennial.DUNLAP J. C. & LOWENTHAL P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136.EBNER M., LIENHARDT C., ROHS M. & MEYER I., Microblogs in Higher Education: A chance to facilitate informal and process-oriented learning?, Computers & Education, Volume 55, Issue 1, August 2010, pp. 92.ERTZSCHEID O., GALLEZOT G. & BOUTIN E., (2007). Perspectives documentaires sur les moteurs de recherche  : entre sérendipité et logiques marchandes. http://goo.gl/L0wUHGROSSECK G. & HOLOTESCU C. (2008). Can we use Twitter for educational activities?, 4th international scientific conference elearning & software for education, Bucharest: University of Bucharest.INGHILTERRA X. & RAVATUA-SMITH W. S., Online Learning Communities: Use of Microblogging for Knowledge Construction. In E-learning 2.0 Technologies and Web Applications in Higher Education, IGI Global (à paraître).JUNCO R., HEIBERGERT G. & LOKEN E., The effect of Twitter on college student engagement and grades, Journal of Computer Assisted Learning, vol. 27, 2011, pp. 119-132.JUNCO R., ELAVSKY M. & HEIBERGERT G., Putting Twitter to the test: Assessing outcomes for student collaboration, engagement and success, British Journal of Educational Technology, vol. 44, issue 2, 2013. KITCHEN S., FINCH S., & SINCLAIR R. (2008). Harnessing Technology schools survey http://goo.gl/SFa8cPARRY, D. (2008a, January). Twitter for Academia. Retrieved from http://goo.gl/FSe3SKIESLINGER B., EBNER M., & WIESENHOFER H. (2011). Microblogging Practices of Scientists in E-Learning: A Qualitative Approach. iJET vol.6(4), pp. 31-39.KUO Y.-C., WALKER A., BELLAND B. & SCHRODER E., A predictive study of student satisfaction in online education programs, in The International Review of Research in Open & Distance Learning, vol. 14, 2013.

http://goo.gl/L0wUH

http://goo.gl/L0wUH

http://goo.gl/SFa8c

http://goo.gl/SFa8c

http://goo.gl/FSe3S

http://goo.gl/FSe3S


