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Tweetagogy (ATTW2010)

ATTW 2010 Presentation | Tweetagogy: Building Community in 140 Characters or Less
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Vincent Rhodes

on 16 January 2014

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Transcript of Tweetagogy (ATTW2010)

Tweetagogy
Building Community in 140 Characters or Less
Liza Potts,
Kathie Gossett,
& Vincent Rhodes
Old Dominion University
ATTW
2010
ODU Doctoral Program
#ODUPHDE
Summer Doctoral Institute (SDI)
PhD program began Fall 2006; admits full-time, part-time, and distance-learning students
Distance learning classrooms allow on-campus students and teachers to meet face-to-face while also allowing students at a distance to "join" the class via synchronous video conferencing
Students at a distance see single video stream that alternates between real-time video, computer-based content, or images from overhead camera (for note taking or non-digital content
#SDI09
Students required to complete a minimum of two semesters of full-time, on-campus study (full time in fall/spring = 9 credit hours, full time in summer = 6 credit hours)
SDI (special 6 week session) created to assist part-time and distance-learning students in meeting this requirement
SDI consists of 3 components: a two-week period of daily asynchronous online work, a two-week period of daily face-to-face on-campus instruction, and a final two-week period of daily asynchronous online work
Summer Doctoral Institute (SDI)
#SDI09
Case study focuses on the use of Twitter in 2 courses (ENGL 894: Seminar in New Media & ENLG 895: Tracing Digital Culture)
During #SDI09, 9 students enrolled in one course and 8 enrolled in the other
Because some students took both course, the number of unique course particpants is 11
Although the SDI was created for PhD students, 2 participants in each class were Masters students
http://www.twitter.com

Established in 2006
Microblogging platform affords 140 characters to answer the question "What are you doing?"
Has been appropriated for a variety of uses despite explicit question posed by interface (daily chatter, conversations, sharing info, and reporting news)

As of March 5, 2010: 10 BILLION tweets sent
50 million tweets/day, 600 tweets/second
19 million twitter accounts (21% active)
[Mashable.com]
TWeet = a Twitter posting

RETWEET = re-posting a tweet (similar to forwarding e-mail); noted by "RT" preceding the rebroadcast message
[I agree! RT: @varhodes This article was confusing.]

AT REPLY = Message directed to another user by placing "@" prior to username at the beginning of the tweet
[@varhodes This is an @reply]

HASHTAG = allows aggregation of tweets by common tags noted with # symbol
[ #SDI09 • #CCCC2010 ]
Sample SDI Twitter Requirement
Draws from two arenas
Linguistic sense: backchannel communications are utterances or non-verbal signals that indicate a listener is listening to a speaker (Kellogg, Erickson, Wolf, Levy, Christensen, Sussman & Bennett, 2006, p. 451; Wikipedia 2009).
Political context: backchannel offers a connotation of being unofficial, unwanted or illicit (Kellogg et al, 2006, p. 451; McCarthy, boyd, Churchill, Griswold, Lawley & Zaner 2004, p.550).

"The definition of the term backchannel varies with context and usage. To some it suggests an intangible, clandestine community. To others, it suggests an empowering toolkit for participation, collaboration, and interaction. The central function of the backchannel is its use as a secondary or background complement to an existing frontchannel, which may consist of a professor, teacher, speaker, or lecturer. It offers a unique communication medium, a novel toolkit through which students can create, identify, and filter new modes of learning" (Yardi, 2006, p. 852).
Backchannel
The concept of online classroom community has become more important as universities begin to deal with concerns regarding distance learning students’ potential experience of isolation and disconnectedness. This case study seeks to empirically validate the existence of such an online community in the Summer Doctoral Institute at Old Dominion University and determine whether Twitter functions as an effective facilitator of that community.
Abstract
Best Practices
Defining
Community
Rovai (2002) distills various definitions into “the most essential elements of community: mutual interdependence among members, sense of belonging, connectedness, spirit, trust, interactivity, common expectations, shared values and goals, and overlapping histories among members” (p.4)

Kling and Courtright (2003) observe that “many uses of the term community are, in fact, aspirational rather than empirically grounded” (225)

While it is possible to maintain community online, it should not be taken for granted (Haythornthwaite et al, 2000)
Twitter Instructables
Course Hashtags
Sock Puppets & Privacy Concerns
Twitter & Third-Party Applications
Results: Social Presence
@lizapotts • @gossettphd • @varhodes
www.TwapperKeeper.com
Data Collection
Archived 2,311 tweets using #SDI09 hashtag

Limitation: Archive does not include tweets lacking the #SDI09 hashtag

Limitation: Archive does not include @replies lacking the hashtag or Direct Messages (DMs)

"Spam" tweets (equivalent of junk mail) eliminated from data set
Persistence Problems
Other Twitter-based research (Honeycutt & Herring 2009; Krishnamurthy, Phillipa & Martin, 2008) has noted difficulties in collecting data due to Application Programming Interface (API) limits imposed by Twitter.

A system glitch prevented some tweets containing the proper hashtag from appearing in the #SDI09 archive including 70 tweets generated by @varhodes
TwapperKeeper Issues
Twitter service issues and API restrictions on Twapper Keeper in place at the time the course archive was being collected resulted in collection of 188 incomplete tweets as part of the #SDI09 data set
While this did not significantly hamper the coding used in this study, it is the intent of the authors to replace incomplete entries with full tweets
A coding glitch in the original version of Twapper Keeper (since corrected) converted some special characters such as quotes and ampersands into character entities or other symbol strands (O’Brien, 2009)
Not originally built to scale to such high usage, Twitter occasionaly experienced lags or worked inconsistently with third-party clients
Twitter #FAIL ?
Tweet Repeats
As a new technology, Twapper Keeper also experienced glitches.
When saving or exporting the archive, some tweets that appeared correctly in the tweet stream were duplicated in the PDF version and in the CSV data file
Although one advantage of microblogging formats is persistence of data (McNely, 2009), in the case of Twitter, that persistence is imperfect
During the course of the SDI session, thousands of user accounts were inadvertently suspended due to human error (Twitter, 2009)
Works Cited
Grounded
Theory
Rovai (2002) offers 7 factors positively correlated with classroom community:
transactional distance*
social presence*
small group activities
group facilitation
teaching style & learning stage
comunity size
transactional
social
presence
CeME Lab • #CeME
Thank You!
lkpotts@gmail.com • gossettphd@gmail.com • varhodes@gmail.com
Deciding on short user names to conserve tweeting space
Picking consistent profile pictures
Selecting message types: RT, @, #
Tutorials for Twitter, Tweetdeck, etc.
Follow your students & have them follow you
Search before assigning hashtags & be ready for possible conflict
Issues with using numbers (conferences vs. classrooms)
Shorter = better (again, to conserve tweeting space)
"Sock puppets" are always an option
Public performance: Twitter is PUBLIC
This will be on your permanent record (at least until Twitter crashes)
Archives: TwapperKeeper and Google
A CMC tool is not sufficient in and of itself for creating community (Lee, 2006)
psychological and communicative space between learners and instructors
distance
(Rovai, 2002;
Moore, 1993)
Transactional distance is dependent on dialogue and structure (Moisey, Neu & Cleveland Innes, 2008) where structure refers to the amount of control exercised by an instructor in a learning environment as opposed to dialogue which affords the student a greater level of control (Rovai, 2002)
High levels of structure and low levels of dialogue translate into greater or more "remote" transactional distance
Lower levels of structure and higher levels of dialogue result in "closer" transactional distance and a stronger sense of community
(Moisey, Neu & Cleveland Innes, 2008)
Participating in CMC creates social presence for communicators by projecting identities and building online communities through the use of verbal immediacy behaviors
(Swann, 2002)
According to social presence theory, what matters in
relationships developed via CMC is that a participant in a discussion feel that the other
communicator is a “real person”
(Bikowski, 2007;
Akayoglu, Altun &
Stevens, 2009)
Dunlap & Lowenthal note, “What seems to be missing [in online courses] is the just-in-time,and sometimes playful, interactions that happen before and after class, during a break, and when students and faculty bump into each other between class meetings”
(2009, p.129)
Swan (2002) and Akayoglu, Altun & Stevens (2009) draw on the work of Rourke et al (1999) in adapting three indicators of social presence (affective, cohesive, and interactive) to gauge the level of social presence in their own data sets
Affective indicators: “personal expressions of emotion, feelings, beliefs, and values” and are thought to make up for the lack of gestures, facial expressions, intonation and other cues commonly available in face-to-face communication (Swan, 2002, p.37)
Cohesive indicators: “verbal immediacy behaviors that build and sustain a sense of group commitment or group
presence” (Swan, 2002, p.37)
Interactive indicators: provide evidence that other participants are attending to the discourse (Swan, 2002, p.37)
Steps of Grounded Theory include:
Data collection
Analysis (includes coding, comparison and testing)
Theoretical sampling (reviewing data that have relevance to the evolving theory)
Theorizing/writing
Developed by Glasner and Strauss (1967)
A general, inductive methodology
“The outcome of the methodology is an explanatory theory that adds to our understanding of complex interactions such as teaching and learning.” (Neff, Potts & Whithaus, in progress)
Results: Tweeting Patterns
Results: Transactional Distance
2 Elements: Structure & Dialogue
Low Structure
Goal is to minimize instructor control
of the tweets (n=326) were generated by the professors
13.69%
(n=192) were directed to or responses to students
58.9%
Of those 326 tweets,
Only
+ High Dialogue
40.55%
(n=937)
of the data set were coded as @replies indicating a high degree of conversation
Within the #SDI09 tweet stream, 7.68% (n=177) tokens were coded as retweets
nearly half
Together, @ replies
& retweets make up
the tokens included
in the #SDI09 data set
Twitter acted as a community builder during the SDI because, as Comstock (2004) notes, such technologies “extend our work time and space, making us all more instantly and continuously available and thus more intimate than we would have been in a more traditional course setting.”
= Community
A classroom is most successful when it operates “not like a homogeneous community or horizontal alliance but like a contact zone.” (Pratt, 1991, p. 39)
Successful online instruction must include a range of interactions between students and instructors that extends the more public concept of community. (Blair & Hoy, 2006, p. 34)
Classroom as Contact Zone
work in progress • still coding
Cohesive Power of Hashtags
Because Twitter can be used asynchronously, we cannot assume that those viewing the tweet stream will have a shared context
The hashtag allows a participant to filter out other tweets bringing order to the "chaos"
100% of archived tweets used
#SDI09 hashtag
Strong Cohesive Function:
Hashtag creates sense of identity
Must label self/token/content each time you communicate
Discussion Board Contrast:
"Space" you enter to communicate (and one you can leave)
Static (not a "stream")
public performance vs. private participation
Group Reference Code (GR)
May split the Group Reference code into two distinct categories:
Internal Group Reference (course)
External Group Reference (discipline)
Does the ability of participants to mutually identify with mulitple groups strenghten their sense of community?
Approval (App)
Although coding is incomplete at this time, two series of tweets seem to indicate a strong sense of community:
During two sessions of group presentations, participants tweeted encouraging, approval-based messages
Similarly, in last week of class (when tweeting was not required), participants continued to tweet supportive messages during the writing of final papers (173 tweets)
[Interactive Indicator]
[Cohesive Indicator]
Emergent Code: Off-Topic (OT)
Humor (H)
The use of humor (an affective indicator) appears to be greater in this case study than that found by Swan 2002

This may be because of the type of CMC utilized:
Discussion Board: More formalized, academic writing genre
Twitter: Less structured, more conversational
[Affective Indicator]
[Cohesive Indicator]
Messages that do not pertain directly to a reading or an on-topic comment from a peer
Unlike SS, may be about course — but not CR. May ask questions about assignments or classroom parameters that are not specifically related to the prescribed reading
Examples include clarification from peers about assignment criteria, meeting times, mutual tech support, and sharing information about others' research interests
Akayoglu, S., Altun, A. & Stevens, V. (2009). Social Presence in synchronous textbased computer-mediated communication. Eurasian Journal of Educational Research 36, 1-16.

Blair, Kristine & Hoy, Cheryl. (2006). “Paying attention to adult learners online: The pedagogy and politics of community.” Computers and Composition 23(1). p. 32-48.

Bikowski, D. (2007). Internet relationships: Building learning communities through friendship. Journal of Interactive Learning Online 6(2), 131-141.

Comstock, Michelle. (2004). “Writing Vicariously: The Politics of Presence in the Distance Learning Classroom. Currents in Electronic Literacy Fall 2004 (8), <http://www.cwrl.utexas.edu/currents/fall04/comstock.html>

Dunlap, J.C. & Lowenthal, P.R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education 20(2), 129-135.

Haythornthwaite, C., Kazmer, M.M., Robins, J. and Shoemaker S. (2000). Community development among distance learners: Temporal and technological dimensions. Journal of Computer Mediated Communication 6(1). Retrieved from Education Research Complete database.

Honeycutt, C. & Herring, S. (2009) Beyond microblogging: Conversation andcollaboration on Twitter. In Proceedings of the 42nd Hawaii International Conference on Systems Sciences, Los Alamitos, CA: IEEE Press. 1-10.

Kling, R. & Courtright, C. (2003). Group behavior and learning in electronic forums: A sociotechnical approach. The Information Society 19, 221-235.

Krishnamurthy, B., Phillipa, G. & Martin, A. (2009). A few chirps about Twitter. In Proceedings of the 1st Workshop on Online Social Networks (Seattle, WA, August 18, 2008).

Lee, J. (2006). Under construction: Scaffolding the expansion of online learning communities through computer-mediated communication. Educational Media and Technology Yearbook 31, 51-64. Retrieved from Education Research Complete database.

McNely, B.J. (2009). Backchannel persistence and collaborative meaning-making. Conference proposal submitted for acceptance, Ball State University, Muncie, IN.

Moisley, S.D., Neu, C. & Cleveland-Innes, M. (2008). Community building and computer-mediated conferencing. Journal of Distance Education 22(2), 15-42.

Neff, Joyce, Potts, Liza & Whithaus, Carl. (in progress). “Collaborative Methodologies for New Media Research: Using Grounded Theory and Contextual Inquiry.”

Pratt, Mary Louise. (1991). “Arts of the Contact Zone.” Profession 91, 33-40.

Rourke, L., Anderson, T., Garrison, D.R. & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education 14(2), 50-71.

Rovai, A. (2001). Building classroom community at a distance: A case study. Education Technology Research & Development 49(4), 33-48.

Rovai, A. (2002). Building a sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1), 1-16.

Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information 2(1), 23-49.

Twitter. (2009 July 5). Restoring accidentally suspended accounts. In Twitter Status [web site]. Retrieved December 9, 2009 from:
http://status.twitter.com/post/136164828/restoring-accidentally-suspendedaccounts [blog entry]

Yardi, S. (2006). The role of backchannel in collaborative learning environments. In Proceedings of the 7th International Conference of Learning Sciences. (Bloomington, IN, 2006). 852-858.
http://ceme.digitalodu.com
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