Tweeting for class: using social media to enable student co-construction of lectures

Authors:
Daniela Retelny;Jeremy Birnholtz;Jeffrey Hancock
Affiliations:
Stanford University, Stanford, CA, USA;Cornell University, Ithaca, NY, USA;Cornell University, Ithaca, NY, USA
Venue:
Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work Companion
Year:
2012

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Computers & Education

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Abstract

Motivating students to be active in learning is a perennial problem in education. We describe our experience using Twitter for student "co-construction" of lecture materials. Students were required to tweet prior to each lecture related to that day's topic. These tweets - consisting of questions, examples and reflections - were incorporated into the lecture slides. Students reported that they found lectures including their tweets in class to be engaging, interactive and relevant, and nearly 90% of them recommended we use our co-construction approach again. Future iterations of this model could streamline the process by using automated processing and aggregation of tweets and/or having students in the class responsible for this.