@philip_downey Imagine when our peers wake up and check Twitter to find that we completely messed up the submission date/time. 🤣😂😫😫😫 #mscedc
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@philip_downey Imagine when our peers wake up and check Twitter to find that we completely messed up the submission date/time. 🤣😂😫😫😫 #mscedc
I’ve struggled to come up with a unique analysis of our Tweetorial in #mscedc. I am unsure of how to take the data presented in the archive and transform it into some sort of academic critique. Besides providing us with quantitative data (top users, top words, top URLs, source of tweets, language, volume over time, user mentions, hashtags, images and influencer index), what meaning do these numbers give us and what is the significance? Did we, as a class, create any broader connections to each other or to relevant academic work from our participation in the Tweetorial? If we did create connections and relationships through our intensive two days of tweeting, then what can we glean from these connections and relationships and what is the meaning and value of them (Eynon 2013)?
In our Hangouts tutorial on March 21, I mentioned my love for ‘liking’ tweets and how this miniscule effort of seemingly passive participation, albeit small and arguably insignificant, is important to me because it is my way of letting my colleagues know that I see them, I hear them and I acknowledge their efforts and contributions to the Tweetorial event. It is so easy to simply click the heart and ‘like’ a tweet, but I really feel that by doing so, others will (perhaps) feel validated and – dare I say – more confident to keep contributing. I also believe that ‘liking’ provides a sense of belonging for both me and for those whose tweets I like.
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Through our ‘data trails’, we did seem to connect through strings of tweets – of 140 character digital conversations that created relationships between classmates, professors and outsiders, and that encouraged and produced learning (Siemens 2013). Our conversations directed us to articles, images and to our own EDC lifestream blogs. I took some time to review my classmates’ Tweetorial analysis posts, and have collected their posts here:
I am thinking about our Tweetorial and of how this EDC class has used Twitter, #mscedc, to it’s utmost. I find it comforting to know that when I wake up and check Twitter, I’m always sure to find a tweet, or twelve, from my classmates. Our use of Twitter has created a wonderful and supportive community and, in my view, relates back to our Community Cultures in Block 2. I’ve also gained more Twitter followers since the Tweetorial… #awesome!
Here’s a quick video I made:
Twitter in Education
While researching for the use of Twitter in education, I came across the following interesting links:
I was so grateful to be able to have the time to participate in today’s EDC Hangouts tutorial. It was great to engage in discussion with Jeremy, James and my classmates – and despite having the flu, I’m thankful to have the time off of work to join the video call!
Although I was aware of the predictions and recommendations that algorithms produce, I was surprised to know to what extent their reach extends. For me, Week 8’s task on playing with algorithms culminated in the following two lifestream posts: Exploring algorithms part 1and part 2. I also posted Netflix for Me! and YouTube Predictive Results on my Tumblr site.
I also joined a Skype conversation this week with Chenee, Linzi, Dirk and Stuart; it was great to connect with my classmates and engage in some informal discussion. Linzi and I stayed on afterwards and discussed our upcoming collaborative video project for our final EDC assignment.
Photo of Linzi and I on Skype.
Carrying over from Week 7, Comments from Renee on my micro-ethnography project were very poignant; her remarks about how my Holocaust MOOC might’ve been more participatory due to the role of ‘empathetic listening’ around such a chilling subject matter made me think about the various roles people embody in online communities. Some people are cheerleaders, some are critical and others are ‘likers’ and/or ‘lurkers’. I believe I fall into the cheerleader/liker/lurker categories, but aspire to be more critical – yet empathetic – in my online communities.
I was also delighted to post a conversation I had with Deborah Wizel – a woman I met in my MOOC who wrote the Holocaust survivor poem I included in my micro-ethnography. I was thrilled about going beyond the MOOC community and exchanging in a personal email conversation with Deborah.
@philip_downey just received this reply from Deborah! 😀 #mscedc https://t.co/qbj7FMvvC8
In conversation with Deborah Wizel on The Holocaust: An Introduction – Part 2 MOOC discussion forum, I asked if I could share her Survivor poem in my micro-ethnography project. Deborah agreed, and wanted me to share my project with her after it was completed. I emailed her the link to my Spark page and the following photos are screenshots of her email response. I am so thrilled to be able to continue the conversation with Deborah outside of the MOOC forum. It’s great to go beyond the MOOC community conversation!
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