DELcast #2 – Interview with Mark Warnes about his experience of running the 10 Days of Twitter course at Anglia Ruskin University.
Yesterday I went to the Social Media in Higher Education conference at Sheffield Hallam University and helped deliver a workshop on ‘Twalking’. Here are the slides from the session:
Also Andrew Middleton has produced a really useful Twalk Tool Kit for anyone thinking of setting up their own Twalk:
Here is the Storify from Andrew Middleton’s Twalk last week:
Our joint proposal (Alex Spiers, Andrew Middleton, Claire Moscrop, Santanu Vasant and Jeff Walcock) for a conference workshop entitled ‘Walk this way…reflections on a #Twalk’ has been accepted at the 2017 Social Media for Learning in HE Conference at Sheffield Hallum University on 19th December. Here is the outline of the session we submitted:
By the end of the session workshop participants will,
The impact of the workshop will be increased participant awareness of the application of social media in a blended learning strategy and the implications of this for learning space and curriculum design.
The workshop will begin with a round of structured stories from some of the universities who participated in the global #Twalk event on 31st May 2017.
A set of activities will show the potential of the #Twalk as a method for enhancing a higher education learning experience:
Activity 1: Using metaphor and motion– walking changes the learning dynamic and the readiness of a learning network to engage. We will explore the transferability of the #Twalk model and how spatial landmarks can be used to structure discussions by considering how a walk and its ‘pause point’s can stimulate engagement in face-to-face and tweetchat learning conversations in any disciplinary area.
Activity 2 – Participants will do a micro-Twalk, with a Christmas theme, to try the method and explore different types of learning spaces (formal/informal, ‘real’/’virtual’) by taking a 10 minute route through one floor of the conference building.
Activity 3– Using our #Twalk planning template, participants will draft a ‘Twalk’ for their own institution and discipline with the support of peers in the room.
Concluding discussion and whiteboard activity
Participants will select from the following topics to generate ideas and guidance:
Pre and post activities
The organisers will be ‘flipping the twalk’ by running a pre-conference virtual twalk in which ‘walkers’ will follow an online route, interacting with, grabbing, making, photographing and sharing what they find using social media.
Participants will feedback on their activities using social media and will be encouraged to join a collaborative online space to record their future Twalks.
Ellis, R.A. & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), June 2016.
Long, P.D. (2005). Learning space design in action. EDUCAUSE Review, July/Aug., p.60.
Megele, C. (2014). Theorising Twitter chat. Journal of Perspectives in Applied Academic Practice, 2(2), 46-51.
Mulcahy, D.. (2015). Re/Assembling Spaces of Learning in Victorian Government Schools: Policy Enactments, Pedagogic Encounters and Micropolitics. Discourse: Studies in the Cultural Politics of Education, 36(4), 500-514.
This is a very short post to capture my initial thoughts about the Regent’s Twalk at lunchtime…..Today I organised a short walk on the main campus of Regent’s University London. During the walk we visited five different types of learning spaces; The Refectory (an informal learning space), ICT2 (a IT lab), The Tate Library (Collaborative learning space). Room H242 (classroom with furniture designed for ‘flexible’ learning) and H243 ( a traditional lecturer theater). We walked around these spaces tweeting out photos and answering the following questions:
We started on time and just two lecturers and three members of the learning technology team turned up. Even though this was about the numbers I was expecting it was still very disappointing. There are some obvious reasons why this was the case; teaching has finished so many lecturers are not on campus, there was a JCC meeting on at the same time, it clashes with lunchtime, end of term fatigue. But having said that the event was well advertised so to only get two academics was a bit demoralising. However, the two who turned made up for the numbers with their enthusiasm, energy and genuine desire to engage with the tasks!
The questions certainly sparked a lot of discussion among the participants. There was a really nice interaction between the learning technologists and the tutors who had not met before. Even the two academics had not spoken to one another before even though they have taught here for a number of years and even teach the same subjects (in a slightly different context).
I think I need to go back and look at the tweets later when I have time. I was too busy taking people round and explaining the tasks too fully concentrate on the Twitter stream. It would also be interesting to see how much interaction was going on between the different institutions organising the walks.
Would I do it again? If so, how? I definable would do it again but I need to think of better ways to get the message over the the lecturers. For me the activity was not really about using Twitter but about exploring and critiquing learning learning spaces on campus ..in other words creating a dialogue. I really don’t think that most lecturers who saw the posters/leaflets/intranet/tweets saw it as this – or even thought about how they could use this as a teaching activity with their students. Maybe next time I need to get staff to book the event more like a normal workshop? Or simply just take round a sign-up list? Who knows – you just need to try things out sometimes and see where they go:)