• Note Tweeting

    Author(s):
    Chuck Rybak
    Editor(s):
    Sean Michael Morris, Jesse Stommel
    Date:
    2020
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Hybrid, DPih Course Material or learning objects, Open, Tool, Iteration, Digital pedagogy, Collaboration
    Permanent URL:
    http://dx.doi.org/10.17613/1nnp-9c82
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Chuck Rybak offers an excellent example of how students can use a tool like Twitter to extend an otherwise face-to-face discussion. Rybak uses social media in his courses to build a literal and figurative open-door classroom. Students turn “oral discussions into usable texts,” a set of dialogic (as opposed to monologic) notes for a discussion, both for students to review and as a way of allowing outsiders to eavesdrop. Students collect their tweets in Storify, which makes a more permanent curated collection of tweets than their experience of the discussion. (Although Storify ended service in May of 2018, alternative tools for archiving tweets would serve the same purpose, e.g., Wakelet, which Lee Skallerup Bessette recommends as an alternative.) The students move through several recursive layers: ideas in their brains, discussion in a physical room, tweets that act as a sort of Greek chorus, a Storify project that curates those thoughts further, and feedback to the Storify project, which can be used to prompt future face-to-face discussions.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    Attribution-NonCommercial
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