Teaching by Twitter – leaking a self-contained MOOC into the Twittersphere [1444] Members : #OER17

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Wed, Apr 5 2017, 3:00pm – 4:20pm

Authors: Andrew Smith, and Hannah Gore

Room: Seminar 3

Theme: Open Party

Type: Presentations

Description

The use of social media as an extension to the classroom experience isn’t news and has been been explored by Junco et al (2010) and many others extensively over the last ten years. The challenge for many educators is the notional requirement to ensure that the online social media experience is kept active and real time. Educators seldom have sufficient time to prepare for traditional lessons, let alone create content to be mediated via social media for a MOOC.

Following the multiple presentations of the Cyber Security MOOC on FutureLearn and focussed on a eight week teaching mode. Automated social media via @OUCyberSec is used to extend the situated cognition and communities of practice described by Lave and Wenger (1998). Engaging a wider peripheral community either by impressions, replies, retweets and likes.

By curating the MOOC content into sequenced, inline outputs, during each course. Data is collected regarding how the tweets engage the audience and extend the MOOC into a community of 2200+ followers.

This short presentation will give an insight into the methods, tools and technologies that the team used in creating and curating this learning experience as well as the data aquired showing community engagement and demograhics.

Participants, will be able to follow up and replicate the experience as well as have the opportunity to access the material from the viewpoint of the learner whilst discovering the valuable lessons the team learnt in delivering the content. The session also focus the pros and cons of delivering material with these methods and the possibilities of adaptation for a wider context within online learning communities.

Junco, R., Heiberger, G., and Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132.

Lave, J., & Wenger, E. (1998). Communities of practice: Learning, meaning, and identity, Cambridge Press.

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