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Twitter: Micro-blogging to Increase Engagement

Twitter: Micro-blogging to Increase Engagement. Cheryl Boncuore, PhD Academic Director of Distance Learning Kendall College Aurora Dawn Reinke Program Director, School of Business Kendall College. About us. Cheryl Boncuore, PhD Academic Director of Distance Learning Kendall College

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Twitter: Micro-blogging to Increase Engagement

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  1. Twitter:Micro-blogging to Increase Engagement Cheryl Boncuore, PhD Academic Director of Distance Learning Kendall College Aurora Dawn Reinke Program Director, School of Business Kendall College

  2. About us • Cheryl Boncuore, PhD • Academic Director of Distance Learning • Kendall College • cheryl.boncuore@kendall.edu • Blackboard administrator and instructor for over 12 years. • manage Center for Teaching and Learning • active member of our Assessment Academy and Dean’s team • teach for the General Education program – online and on ground.

  3. About us • Aurora Reinke • Program Director, School of Business • Kendall College • aurora.reinke@kendall.edu • I have used Blackboard for 5 years. • taught 23 different courses in the business program • pursuing DBA, focus is corporate sustainability & social responsibility • spent 15 years in the software development biz

  4. About Kendall College • Since 1934 • Small urban institution in Chicago • Subsidiary of Laureate International Universities global network • Offers specialized fields of study: • School of Business • School of Culinary Art • School of Education • School of Hospitality Management

  5. Kendall College Mission • Kendall College cultivates students’ passions into rewarding professions through rigorous learning experiences in the classroom, local communities, and the world.

  6. What we are going to learn today • How Twitter was implemented at Kendall as a teaching tool • Reactions to using Twitter as a teaching tool • How you can do it in your class • #teachwithtwitter

  7. OUR challenge:increase retention • 2013 Institution Theme: • Engagement • Student to Student • Student to Faculty • Student to Greater Community

  8. defining Engagement • Connecting all institutional constituents to the activities of learning, discovery, and the academic topics of study. • Every class must explore beyond the institution’s walls to enhance learning experiences because these wider learning experiences can be found throughout the community (Fitzgerald et al. 2012). • Fits the mission of Kendall College, which encourages that learning experiences occur “in the classroom, local communities, and the world”. Greater Engagement Leads to Greater Retention

  9. Our solution • Created the Twitter Experiment • Allowed the use of social media in classes and beyond • Tied to institutional mission • Tied to programmatic learning outcomes • Tied to class objectives

  10. Our solution • 276 students… • 13 hashtags… • 10 professors…

  11. Our solution • Twitter is: • A great way to prompt students to do research • A great way to connect with thought leaders in any industry • A great way to engage students & faculty • A great way to affirm student knowledge

  12. Our solution Student responses to using Twitter for a class.

  13. Our solution • Twitter is NOT: • PRIVATE • A way for instructors to STALK students • A home work reminder tool!

  14. Our solution

  15. Our Results • #deepdive #results from one class in our study: #kccap • 65 students from 3 academic programs • 2-quarter project to develop mixed-used property biz plan • Class meets once per week in workshop/coaching format • Twitter assignment: vague, related to “participation”

  16. Remember Our solution • Twitter is: • A great way to prompt students to do research • A great way to connect with thought leaders in any industry • A great way to engage students & faculty • A great way to affirm student knowledge

  17. Our Results • A great way to prompt students to do research:

  18. Our results • A great way to connect with thought leaders in any industry

  19. Our results • A great way to connect with thought leaders in any industry

  20. Our results • A great way to engage students & faculty

  21. Our results • A great way to affirm student knowledge

  22. Our results • A great way to affirm student knowledge: • Followers • Retweet • Favorited • Response/Reply • Start a Hashtag Trend

  23. Our results • BONUS

  24. Our Results Tweets with #kccap

  25. Here’s How We Used Blackboard • Common tool to capture course related information • Used a simple “widget” • Created a Twitterfeed button • Students could see peer tweets • Bb issues: different browsers responded to different widgets differently

  26. Useful Tools:Bit.ly

  27. Useful Tools:Hootsuite

  28. Useful Tools:twitonomy

  29. Technical issues • Twitonomydata available only 9 days (Twitter restriction) • Twitter searches did not return all possible data • Tweets not showing up at first • Twitter alters code • Data analysis

  30. Lessons Learned • Not if, but when we do this again: • More training for everyone, e.g. hashtag/mention use, • Help students understand why Twitter; be clearer on assignment layout • Don’t assume all Gen Y students are tech savvy or on SM (most use Facebook, but prefer personal usage only) • Students were afraid of doing it “wrong” based on “multiple choice mentality” • For us, better balance quantifiable pieces with softer side

  31. Do This Next • TRY integrating twitter into your class: • Twitter Assignment 1: Hashtag, you’re it! • Current Event searches • Twitter Assignment 2: Follow You, Follow Me • Making connections to industry leaders • Twitter Assignment 3: Tweet That, Tweety Bird! • Sharing ideas with others

  32. Resources • Boncuore, C. (2011). Connecting pedagogy with technology: An online workshop for campus faculty development.(Doctoral dissertation). ProQuest, UMI Dissertations Publishing 2011. • Chickering, A. & Ehrmann, S. C. (1996), Implementing the Seven Principles: Technology as Lever. Retrieved from http://www.tltgroup.org/programs/seven.html • Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education.AAHE Bulletin (39)7 Retrieved from http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm • Dahlstrom, E. (2012). ECAR study of undergraduate students and information technology, 2012 (pp. 1–38). EDUCAUSE Center for Applied Research. Retrieved from http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf • Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16(3), 7-27. • Greenhow, C. & Gleason, B. (2012). Twitteracy: Tweeting as a New Literacy Practice, The Educational Forum, 76:4, 464-478 • Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171. doi:10.1016/j.compedu.2011.08.004 • Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. doi:10.1111/j.1365-2729.2010.00387.x • Kruger-Ross, M., Waters, R., & Farwell, T. (2013). Everyone’s all a-twitter about Twitter. In Using Social Media Effectively in the Classroom (pp. 171–131). New York, NY: Routledge. • Sinnappan, S., & Zutshi, S. (2013). A framework to enrich student interaction via cross-institutional microblogging. In Using Social Media Effectively in the Classroom (pp. 147–166). New York, NY: Routledge • White, J., Carey, L. & Dailey, K. (2001). Web-based instrumentation in educational survey research. WebNet Journal: Internet Technologies, Applications & Issues. 3 (1), pp. 46-50. Norfolk, VA: AACE.

  33. Thank you! • Follow Us! • Cheryl Boncuore, PhD • @cherylbonc • Aurora Dawn Reinke • @AuroraReinke • If you would like to provide feedback for this session please email: • BbWorldFeedback@blackboard.com • The title of this session is: [Twitter: Micro-blogging to Increase Engagement]

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