The document discusses a study on using Twitter in distance learning communities. It presents the study's institutional framework, theoretical scope, empirical research, and initial results. The study observed 276 bachelor students using Twitter optionally for a course. It found Twitter introduced new collaborative arrangements, promoted feedback, and allowed skills development outside conventions. Further analysis of interaction networks and expanding the sample were recommended.

1. Sociotechnical
Mediation
in Learning
Xavier INGHILTERRA Communities:
I3m Laboratory
Université du Sud Toulon VAR
Twitter Practices
in Distance Learning
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

2. Institutional Framework 2
• Ph.D thesis (Information & Communication Sciences)
• CIFRE Agreement (ANRT)
• Directed by I3m (E. BOUTIN, USTV, University Professor)
Theoretical Scope
• Industrial Training
Empirical Research
• Community dynamics of SN
• Playful immersion (the «Flow»)
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

3. What are the new challenges for training? 3
• Too frequent dropouts
• Amphitheatres increasingly empty
• Taking an active part in training
How to regain student interest?
What findings could be drawn?
• Social networks invest in the academic environment
• Contribution of playing-based issues in pedagogy
How to exploit this dynamic and encourage
more active participation of learners?
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

4. Why Twitter? 4
• Microblogging lends itself to this paradigm shift
• A device adapted to the current generation of praxis
Connecting the individual to the collective whole
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

5. A keystone Digital Ecosystem 5
LMS
Blog
Twitter
+
Diigo
Vimeo
PaperLi
Scoop.It
Netvibes
SlideShare
…
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

6. Participant observation 6
• Population: 276 Bachelor students in distance Learning
• Samples divided in 3 groups (Witness, G1, G2)
• Average age: 28 years
• Low level mastery of digital technologies
• 57% are in employment
• 97% have never used a Microblogging device before
Pedagogical purposes
• Extend beyond academic time dynamics introduced in synchronous
• Create a participatory environment where learners have fun being in
a friendly community
• Articulation with the student blog in order to elicit feedbacks
• Import knowledge acquired outside training time
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

7. First results 7
• Participation rate: 20,2% (in context of optional course)
• Information sharing introduced a new collaborative arrangement
for online communities
• The tool provided an ideal environment of intermediatization
• Twitter allowed a new dialogical style attracted the attention of
students and successfully promoted feedbacks
• Without their knowledge, students developed skills in interacting
with peer to peer and tutor, outside the institutional conventions
Limits
• Extend the sample population to make it more representative
• Limit control extraneous variables (Facebook privacy)
Promising fields
• Identify actors of emulation in a learning community in order to
act on mediated targeted manner
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

8. Network analysis 8
Monitoring the flow of interactions to highlight the influential actors
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

9. 9
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

10. Thank you
for your attention!
xavier.inghilterra@gmail.com
I3m, USTV
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

11. Main references
BANDURA A. (1977). Social Learning Theory. Englewood Cliffs, N.J. : Prentice Hall.
BRUNS A. (2008). Blogs, Wikipedia, Second life, & Beyond : from production to produsage, New York: P Lang.
.
CSIKSZENMIHALYI M. (1991). Flow : the psychology of optimal experience, New York: Harper Perennial.
DUNLAP J. C. & LOWENTHAL P. R. (2009). Tweeting the night away: Using Twitter to enhance social
presence. Journal of Information Systems Education, 20(2), 129-136.
EBNER M., LIENHARDT C., ROHS M. & MEYER I., Microblogs in Higher Education: A chance to facilitate
informal and process-oriented learning?, Computers & Education, Volume 55, Issue 1, August 2010, pp. 92.
ERTZSCHEID O., GALLEZOT G. & BOUTIN E., (2007). Perspectives documentaires sur les moteurs de
recherche : entre sérendipité et logiques marchandes. http://goo.gl/L0wUH
GROSSECK G. & HOLOTESCU C. (2008). Can we use Twitter for educational activities?, 4th international
scientific conference elearning & software for education, Bucharest: University of Bucharest.
INGHILTERRA X. & RAVATUA-SMITH W. S., Online Learning Communities: Use of Microblogging for
Knowledge Construction. In E-learning 2.0 Technologies and Web Applications in Higher Education, IGI
Global (à paraître).
JUNCO R., HEIBERGERT G. & LOKEN E., The effect of Twitter on college student engagement and
grades, Journal of Computer Assisted Learning, vol. 27, 2011, pp. 119-132.
JUNCO R., ELAVSKY M. & HEIBERGERT G., Putting Twitter to the test: Assessing outcomes for student
collaboration, engagement and success, British Journal of Educational Technology, vol. 44, issue 2, 2013.
KITCHEN S., FINCH S., & SINCLAIR R. (2008). Harnessing Technology schools survey http://goo.gl/SFa8c
PARRY, D. (2008a, January). Twitter for Academia. Retrieved from http://goo.gl/FSe3S
KIESLINGER B., EBNER M., & WIESENHOFER H. (2011). Microblogging Practices of Scientists in E-
Learning: A Qualitative Approach. iJET vol.6(4), pp. 31-39.
KUO Y.-C., WALKER A., BELLAND B. & SCHRODER E., A predictive study of student satisfaction in online
education programs, in The International Review of Research in Open & Distance Learning, vol. 14, 2013.
Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

12. Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

13. Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013

14. Twi$er
&
Microblogging:
Poli2cal,
Professional
&
Personal
Prac2ces
-­‐
Lancaster
University,
Lancaster,
10
-­‐
12
April
2013