And, as twitter is a short form media, I find I have to curate the tweets to make a good set of notes. Revisitng my notes, collecting them into a stoorify, and annotating them with my comments, thoughts, with additional ideas, resources and links helps me get more from the lecture than I might otherwise. This critical revisiting, where I have to sift through the tweets (mine, others, my lecturers, complete strangers) and select specific tweets, as well as the ease of addiong comments and links, makes the curating process richer than my own not taking practiuces might otherwise be.
Plus I won;t lose them. They are on mys storify account.
How it’s useful
I find it useful in three main ways.
It forces me to be more attentive and critically engaged in class. Tweeting is a short and summary form, so to livetweet a lecture, you need to summarise, sift and sort as you go.
I benefit from the insights of others. When others livetweet the same class, and we share a hashtag, I get to see their insights, choices, assessments, and the resources they share.
I’m forced to revisit mateial. if I want to save my notes, I need to curate them. Quickly. It can be difficult to find tweets after anything more than a week. Research shows that we are much more likely to remember our ;ectures if we revisit mateiral within 24 hours. Curating my tweets involves active engagement. I sift, select, deselect, and, because of the nature of tweets, from other streams, I think critically about what has been said, and I add value to it with my insigths, ideas, arguemnts, questions and extra resources.
With a pen and an A4 pad, I may not ever open the page after I’ve written it.
Twitter allows your students to take notes, and share them, immediately. It gives you an ijnsoght into who is taking notes, and what they are saying, which, we know is key to their learning. You get to see the note-taking conversation unfold as it happens, and see inside the brains of your students and they share their conceptualisation process.
Who is taking good notes, what questions are people asking, and how good are those questions. Who is retweeting what. And, it being twitter, there is always the real possibilitity that expewrts, authors, or masybe even the person you are studying will get involved in the conversation.
There’s a really great post on sci-ed that documents the process – lots of hands on educators insight, and practi9cal ideas, mas well as inspirational comments on how thw ehole project panned out…
“The results were instantaneous — it was like being plugged into every student’s brain at once. You could see who was participating, who was getting the main ideas, who was extrapolating and asking good questions, and more importantly, the students could see what their peers were thinking”
“This was something that really helped, when someone tweeted a fact and half the class also tweeted the same fact it reinforced the students that they were on the right track. I would also tweet along with them to help them see if they were on the right page. The beauty of all this was that it was all uninterrupted documentary watching. No stopping and starting, no asking what was just said, it just flowed.”
How to do it.
Agree on a hashtag. It should probably be different to the class hahstag, which you will want to keep for particular purposes. Livetweeting lectures can generate hundreds of tweets. Check the hashtag is not in use.
Spread the hashtag to the people who will use it.
To encourage livetweeting, monitor the hashtag in class, responding to questions, and monitor it out of class – feedback on tweets after the lecture will help add value and boost stident participation.
Use a good curation service that is designed for twitter. I use storify for this because it can be embedded in blogs, it’s easy to use, it;s desugned with twitter in mind, it allows crossposting from multiple sources (Instagram, Facebook, Youtube…), you can add comments – essential for in depth curation – and people will be informed if you quote them in your storify – a good boost for participation. But mainly I use it because it requires me to sift, sort and select, so my revisiting of notes is active, not passive. I select, I comment and summarise, I add in additional resources, and comment on other peoples links.
Here’s that sci-ed post again - a really worthwhile read if you are womdering what kinds of positive impacts twitter can have on your classroom.
Here’s profhackers advice, again, from a hands on practical perspective, about the do’s and don’ts of livetweeting. This is more a practical run down on pluses, negatoves, and useful tips.
Chris Long has a post, the Art of Livetweeting - that;s talks about the collaborative note-taking aspect of livetweeting in class, and categprises tweets according to type – something I found really usefulm as a way to think about the types of tweeting that might be constructive.
Christopher Wiley has a post on the advantages and disadvantages he found when he rolled out livetweeting in his classroom. More hands on, practical advice about the nitty gtritty.
And here’s Dr Monica Rankin, and her students, giving their perspectove on how using twitter in their classroom worked for them