No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Twitter and Teaching: to Tweet or not to Tweet?
Abstract
As increasingly more new skills are necessary for graduates entering the workplace or seeking employment, business leaders, politicians and educators suggest that if students are to succeed in today's world, they will require 21st century skills. However, there is no single agreed-upon set of skills. We argue that social media skills are becoming ever more important for employment and society should class them as important 21st-century skills from maintaining well-rounded social media profiles to more advanced data science and analytic skills. At the same time, such a demand affects the teaching process since teachers have to acquire new knowledge about the available tools. Twitter as a microblogging platform is definitely one of the tools that is a part of 21st-century social skills. Thus, by integrating it into the teaching process, Twitter can generate new experiences for both sides, the students and the teachers. In this paper, we conduct a descriptive review of the recent literature that covers Twitter use in teaching. We reviewed results from the top 100 retrieved research results in Web of Science on Twitter and teaching in the domains of social science, science technology, and arts and humanities. We analysed the results quantitatively in terms of content, methods, and methodologies and qualitatively as the description of results found in selected papers that meet certain criteria. This paper also discusses different research departure points for use in further research of the topic.
This thesis is based on the inquiry of how we could quantify the information behavior patterns through the logs collected while people search and seek for the information. At the same time, it addresses the socio-cognitive characteristics of the user and explores how those characteristics could be predicted through the computer analysis of the logs collected while search tasks are done. It is based on the premise that if we could quantify information behavior patterns by computer, the output of such a process could be used as feedback for the information systems that are adaptive to the user's needs. Log analysis as a method in information science and particularly in the information behavior domain is rarely used. Most of the existing literature is based on qualitative research or quantitative methods such as surveys. And as we live in the times of ultralarge systems that already have some of those techniques implemented in them but closed in a black box, we must understand those techniques. The main challenge of this thesis approach is how to quantify behavior based on the logs collected. We could understand that logs collected are one of the rare data which could be collected and then processed by the computer to describe behavior. In particular, it is important as some theories told us that most human behavior is not based on rationality but is influenced by the environment. To simulate the environment of the user's day-to-day information searching process the laboratory experiment was chosen. Users were first given the survey that was used to describe their socio-cognitive characteristics from the perspective of information need and information behavior. After filling the survey, participants had to fulfill four information searching tasks in the domain of music, and logs from those searches were collected. The biggest challenge was based on the issue that by analyzing data by a human there was a clear difference between the user socio-cognitive characteristics and his logs collected in the process of information search. But if we want to design adoptive information systems computers should do such a process and use its output as feedback to adapt to the user. To do so algorithm was developed that transforms the absolute numbers into relative ones. And only after doing so the computer could process data and evaluate the prediction in terms of recognizing users' characteristics. As a result of this thesis, some user characteristics could be recognized through the logs and the algorithm showed results. And as such, this thesis provides the one step towards a better understanding of how users use information systems, how those information systems could be designed to be more adaptive and human-friendly.
The availability of cheap Wi-Fi internet connections has encouraged schools to adopt Web 2.0 platforms for teaching, with the intention of stimulating students’ academic achievement and participation in school. Moreover, during the recent explosion of the SARS-CoV-2 crisis that forced many countries to close schools (as well as offices and factories), the widespread diffusion of these applications kept school systems going. Despite their widespread use as teaching tools, the effect of adopting Web 2.0 platforms on students’ performance has never been rigorously tested. We fill this gap in the literature by analyzing the impact of using Twitter as a teaching tool on high school students’ literature skills. Based on a large-scale, randomized controlled trial that involved 70 schools and about 1,500 students, we find that using Twitter to teach literature has an overall negative effect on students’ average achievement, reducing standardized test scores by about 25 percent of a standard deviation. The negative effect is stronger on students who usually perform better.
The aim of this study was to describe the implementation of one form of social media (Twitter) in an oral radiology course and evaluate dental students' use and perceptions of this technology for teaching and learning. An author-developed questionnaire was used to solicit second-year students' knowledge, use, and perceptions of Twitter for teaching and learning in an oral radiology course at one U.S. dental school. A combination of Likert scales, multiple allowable answers, and an open-ended comment question was employed. The questionnaire was piloted in spring 2010 followed by data collection in spring 2011. Out of 45 students, 40 (88.9%) completed the questionnaire. Of the respondents, 95% reported having not used Twitter prior to their second year of dental school; 55% of them created an account for the course. The top two reasons they gave for creating an account were viewing radiographic examples and staying informed about questions and answers that were posted. The top two reasons they gave for not creating an account were that the content was viewable online without an account and not wanting another online account. The students perceived the Twitter sessions as helpful and reported it improved accessibility to the instructor. The results of this study challenged the assumption that dental students are well versed in all forms of social media, but overall, these students agreed that the use of Twitter had enhanced the learning environment in the radiology course.
This paper features a competency-enhancing social networking application which provides a solution for the dilemma of non-participating (non-engaged) students in class: ‘pedagogical tweeting’. Twitter’s micro-blogging service enables both instructors and students to send and read messages (tweets) of up to 140 characters, incl. links to blogs, web pages, photos, videos, etc. As Twitter can be accessed from a website, via applications on PC/Mac, iPhone, Android phones, etc., it represents an effective tool to engage students, e.g. by taking up questions during in-class and out-of-class discussions or by providing advice on assignments etc. Students in turn can generate their own learning context and benefit from collaborative knowledge creation. We share respective tweeting experiences made during a course on Knowledge Management (KM) taught at Singapore Management University (SMU) backed up by exploratory research on students’ micro-blogging activities. We discuss challenges ahead and propose four hypotheses about the effective deployment of social awareness streams such as Twitter in higher education.
Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.
The widespread use of social networks among college students has an excellent potential for academic purposes. The university has in its own students an important source of information that can be used to evaluate the quality of its services, and social networks provide a great assessment tool. The purpose of the study is to analyse an experiment based on the use of Twitter in the daily evaluation of the teaching process and its impact on the students. One hundred and forty-five students voluntarily and, if they so wanted, anonymously, participated in the experiment. They evaluated each of the classes through tweets. The students’ perceptions of the usefulness of Twitter for evaluating the teaching process was analysed through a questionnaire with open and closed questions. The main findings of the research showed considerable satisfaction with the process followed in the subject. There was also a modest positive evaluation in assessing the incorporation and use of Twitter for academic purposes. It is concluded that Twitter can be a useful tool for students to evaluate the teaching process and that Twitter is highly suitable for incorporation into the university sphere.
Creating meaning from a wide variety of available information and being able to choose what to learn are highly relevant skills for learning in a connectivist setting. In this work, various approaches have been utilized to gain insights into learning processes occurring within a network of learners and understand the factors that shape learners' interests and the topics to which learners devote a significant attention. This study combines different methods to develop a scalable analytic approach for a comprehensive analysis of learners' discourse in a connectivist massive open online course (cMOOC). By linking techniques for semantic annotation and graph analysis with a qualitative analysis of learner-generated discourse, we examined how social media platforms (blogs, Twitter, and Facebook) and course recommendations influence content creation and topics discussed within a cMOOC. Our findings indicate that learners tend to focus on several prominent topics that emerge very quickly in the course. They maintain that focus, with some exceptions, throughout the course, regardless of readings suggested by the instructor. Moreover, the topics discussed across different social media differ, which can likely be attributed to the affordances of different media. Finally, our results indicate a relatively low level of cohesion in the topics discussed which might be an indicator of a diversity of the conceptual coverage discussed by the course participants.
Healthcare professionals (HCPs) are using social media tools to communicate, educate and engage with their peers worldwide. Twitter allows HCPs to deliver easily accessible "real-time" clinical information on a global scale. Twitter has over 500 million active users who generate over 58 million tweets and 2.1 billion search queries every day. In this paper, we describe why Twitter is important, how and when an infectious diseases (ID) HCP should use Twitter, the impact it has in disseminating ID news, and the educational value of Twitter. We also describe various tools within Twitter, such as Twitter Chat, that connect and bond HCPs on a specific topic. For the ID HCP, Twitter may help teach the global responsible use of antimicrobials in a world of escalating antimicrobial resistance.
© The Author 2015. Published by Oxford University Press on behalf of the Infectious Diseases Society of America. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.
This paper provides a history and overview of the field of human information behavior, including recent advances in the field and multidisciplinary perspectives.
The aim of this study was to determine the opinions of regarding the use of the Twitter Micro blog site with mobile applications for educational purposes. The study ran for a period of 5 weeks, and involved the teaching of a Distance Education course. Course materials such as course concepts, slides and videos were shared, using Twitter as a platform, by using a variety of mobile applications such as ThingLink, Wevideo and Dropbox. As a result of the research findings, I suggest that Twitter usage in combination with mobile applications for educational purposes, created a positive effect on student opinions. It can be said that, when using Twitter for educational purposes, follow ability and share ability nature of Twitter micro blog site in combination with a variety of mobile applications, causes an increase in student-teacher and global student-student communication. Therefore the number of student websites that have this ‘sharing’ function will increase and a platform can be provided that promotes the growth of information as it is shared.
Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications. For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively. Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests. Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read. For such summaries to be useful, however, they need to be compiled in a professional way.
When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue. However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.
Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills. In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.
Purpose
The purpose of this paper is to introduce the term Information Literacy 2.0 as a subset of information literacy, to describe its development and significance and give an outline of its underlying theoretical assumptions.
Design/methodology/approach
The paper first examines the grounds for the possible re‐conceptualizations in the field of information literacy and identifies the current developments in the information universe as the principal drive for perception shifts. Based on a literature review and a descriptive analysis of contrasting features of library user education, information literacy and Information literacy 2.0, the paper highlights the main foci of paradigm shifts.
Findings
The paper found that the new meaning and understanding of the central conceptions in information literacy are shifting the focus of classical information literacy towards Information literacy 2.0. Many of the aspects of current information literacy practices originate from a print‐based culture, which is incongruent with the transient and hybrid nature of digital environments. These radically changing environments are causing the appearance of anomalies in the information literacy paradigm, which could effectively be resolved through the introduction of a sub‐concept of information literacy.
Practical implications
The article specifies the possibilities for putting theoretical conceptualizations of Information literacy 2.0 into practice by determining the range of shifts in information literacy activities and identifying how new practices differ from the earlier approaches.
Originality/value
The study attempts to advance the research field of information literacy by proposing a new outlook on information literacy through the integration of its underlying theoretical conceptions and practical applications.
Ten years ago, we presented the DeLone and McLean Information Sys- tems (IS) Success Model as a framework and model for measuring the complex- dependent variable in IS research. In this paper, we discuss many of the important IS success research contributions of the last decade, focusing especially on research efforts that apply, validate, challenge, and propose enhancements to our original model. Based on our evaluation of those contributions, we propose minor refinements to the model and propose an updated DeLone and McLean IS Success Model. We discuss the utility of the updated model for measuring e-commerce system success. Finally, we make a series of recommendations regarding current and future measurement of IS success.
Purpose
– The purpose of this study is to analyze the macro‐level discourse structure of literature reviews found in information science journal papers, and to identify different styles of literature review writing. Although there have been several studies of human abstracting, there are hardly any studies of how authors construct literature reviews.
Design/methodology/approach
– This study is carried out in the context of a project to develop a summarization system to generate literature reviews automatically. A coding scheme was developed to annotate the high‐level organization of literature reviews, focusing on the types of information. Two sets of annotations were used to check inter‐coder reliability.
Findings
– It was found that literature reviews are written in two distinctive styles, with different discourse structures. Descriptive literature reviews summarize individual papers/studies and provide more information on each study, such as research methods, results and interpretation. Integrative literature reviews provide fewer details of individual papers/studies, but focus on ideas and results extracted from these papers. They provide critical summaries of topics, and have a more complex structure of topics and sub‐topics. The reviewer's voice is also more dominant.
Originality/value
– The coding scheme is useful for annotating the macro‐level discourse structure of literature reviews, and can be used for studying literature reviews in other fields. The basic characteristics of two styles of literature review writing are identified. The results have provided a foundation for further studies of literature reviews – to identify discourse relations and rhetorical functions employed in literature reviews, and their linguistic expressions.
Introduction Social media use in medical education is expanding rapidly, bringing with it a novel means of learner engagement, feedback, collaboration and professional development.1 A growing body of respiratory specialists and trainees are now engaging in such activities via Twitter.2 We describe one of the commonest dedicated Respiratory ‘Hashtags’ (“#RespEd”) where content related to evidence-based medicine (EBM), e-learning and collaboration is curated.
Methods “#RespEd” tweets were reviewed for usage statistics since 01/01/2013 using www.Symplur.com with more detailed review of monthly analytics since 01/04/2014. All “#RespEd” tweets were downloaded from Twitter and Symplur. Transcripts were reviewed for content using Microsoft Excel. A review of related hastags identified through Symplur was conducted to assess reach across Respiratory hashtags in a similar timeframe.
Results The “#RespEd hashtag” was first used in January 2013. Since this time, Symplur identified 1,099 participants and 5,973 tweets. Audience ‘reach’ was recorded as 7,384,722 impressions. A steady increase in users has evolved in the last 18 months with clear peaks in activity around the BTS Summer and Winter meetings. Participants included a wide range of professionals including doctors, nursing staff, pharmacists, physiotherapists, patients and representatives of societies and mainstream respiratory journals. Users were from numerous countries. Common content included evidence-based medicine (e.g. recently published articles), e-learning resources and ‘live-tweets’ from training days, which were usually picture tweets of lecturers slides. Other established respiratory hashtags included (participants): #ATS2015 (2,812), #ERS2014 (2,179), #Pulmcc (1,927), #BTSWinter (487).
Conclusions Twitter represents an untapped respiratory educational resource, which is truly multi-disciplinary and breaks boundaries between professional groups. The BTS conferences have provided a clear platform to broaden this resource. There is an opportunity to reach out to trainees and others seeking continuing professional development and provide both reliable resources and a ‘place’ to foster debate and discourse on topical respiratory themes.
References 1 Cheston CC, Flickinger TE, Chisolm MS, et al. Social media use in medical education: a systematic review. Acad Med. 2013;88(6):893–901
2 Chalmers JD, Greening NJ, Jose RJ, et al. Review of the British Thoracic Society Winter Meeting 2013. Thorax 2014;69:378–382
Considering the potential and popularity of social media it is important to inquire into its use in learning. In this study the implementation of the activity carried out in Twitter with higher education students was analysed. The research was conducted following a mixed methodology, based on virtual ethnography complemented by quantitative analysis of the tweets produced. A sample of 3,026 tweets was taken for such purpose. By way of conclusion, it is worth noting that student participation in the education process via Twitter progressively increases as their technical knowledge of this tool improves and they feel more motivated. Interaction and learning within a community is underpinned by gratifying experiences. Thus, the use of Twitter in the learning process of university students is feasible and perceived as a motivating experience by them. However, teachers play an essential role as dynamisers in the formal incorporation of Twitter in the teaching process, as well as in enhancing interaction between the participants.
Electronic Laboratory Notebooks (ELNs) are progressively replacing the traditional paper books for recording of data and scientific reasoning in commercial research establishments and academic institutions, albeit not at UNSW Australia. The LabTrove ELN was designed and developed at Southampton University as an open source, web-based, recording system that is researcher-centric and can be tailored to meets the needs of individuals as well as entire research groups. The LabTrove system also ensures appropriate levels of security, and captures the meta-information necessary to establish reliable provenance. It is designed to promote cross-institutional collaborative working, to enable the sharing of procedures and results, and to facilitate publication. LabTrove is being used in a heterogeneous set of academic laboratories around the world. At UNSW Brynn Hibbert's group has used, in part or in whole, this ELN. An Australian Learning and Teaching Council (ALTC, now OLT) grant allowed the development of a collaborative ELN for undergraduate analytical experiments. With the Universities of Sydney, Curtin, Chiang Mai (Thailand) and Southampton (UK) experiments were developed and tested that involved students from pairs of institutions, sharing data and interpretations but being assessed in their own departments. As an example of the use of social media in chemical education, Twitter has been used as a channel of communication between lecturer and audience of 500 + first year undergraduate students. During the Mellor lecture feedback from the audience was solicited by a running monitor of a Twitter hashtag (#mellor2014) projected on a screen. Tweets from Sweden and other locations were accepted during the lecture.
Conducting social science research is a complex process, and social science students face a number of learning challenges in order to develop their skills. Moreover, new sources and types of data including so-called big data are providing new opportunities for research, but also pose methodological challenges. In this article, we explore a task-based learning approach for teaching social science research methods. We draw on evidence from two case study learning tasks: (i) the collection and analysis of Twitter data; and (ii) designing and conducting a face-to-face and online survey. The students were guided to co-lead the tasks, apply their knowledge and then to critically reflect. The pedagogical framework of task-based learning provides opportunities to embed learning in new ways by integrating knowledge, practice and critical reflection. Task-based learning can create a dynamic learning environment and can empower students to develop their identities as researchers.
Species identification is essential to biology, conservation, and management. The ability to focus on specific diagnostic characteristics of a species helps improve the speed and accuracy of identification. Birds are excellent subjects for teaching species identification because, in combination with their different shapes and sizes, their plumages have distinctive colors and patterns that vary characteristically from species to species. Bird feather tracts have specific names so that proper descriptions of colors and patterns on those tracts can improve the precision and conciseness of identification criteria. We use popular social media (Twitter) to engage students in an exercise designed to familiarize them with avian species identification and improve their use and comprehension of vocabulary. This exercise can be used in higher education for ornithology and other identification courses, as well as in primary education as a basic introduction to species and biodiversity. © 2015 by National Association of Biology Teachers. All rights reserved.
The key learning points of Surgical Grand Rounds (SGR) are often not accessible at times of exam revision for students. We sought to use Twitter as an online teaching repository. A SGR Twitter profile was created. 23 SGR presentations were made accessible on Twitter over a 3 month period. 93 students were invited to complete a questionnaire assessing usage of the repository. 84 (90%) in total responded, of these, 25 (80.6%) felt that the online provision of SGR through twitter was useful. The majority (71%) felt that the online content was easily accessible. The novel use of social media is a useful adjunctive educational tool in accessing an online repository of SGR presentations.
Using Twitter within the Sport Management classroom can provide a wealth of opportunities for learning, engagement, discovery, and creativity. Twitter boasts over 284 million active users, who are looking for opportunities to communicate with other professionals, stay abreast of current news, and market ideas. It has become a platform for marketing and communication for all involved, from coaches, athletes, leagues, teams, and consumers. The purpose of this article is to share rules and uses of Twitter within the Sport Management classroom. We believe Twitter provides both effectiveness and collaboration that stimulates learning within the sport management curriculum.
The vast majority of health care students, providers, and organizations utilize social media to access and share information. However, there is little research exploring integration of social media into health professional education. This case study describes how the social media site Twitter was used in a first-year physical therapy professionalism course to teach, support, and model professional online communication.
Twitter was used for discussion and sharing among 36 doctor of physical therapy (DPT) students enrolled in a first-year professionalism course. Participants completed four Twitter assignments. Outcome measures included student surveys of overall social media use, perceptions of Twitter use in the course, Twitter use during the course, and student engagement measured using a subset of questions from the National Survey of Student Engagement (NSSE).
During the course, students posted a total of 337 tweets (mean 9.36 tweets/student). Pre- and post-course surveys showed an increase in academic and professional social media use. Perception of Twitter use in the course was generally positive. There was a small increase in mean NSSE score that was not statistically significant.
Using Twitter in a physical therapy professionalism course was a positive experience for students and was associated with increased academic and professional social media use. Future studies are needed to determine whether deliberate teaching of social media as a professional technology competency will result in meaningful increases in professional online engagement and improved digital professionalism in health professional students and providers.
Playing a central role in the information-systems research community's discourse on design science has been the concept of the "IT artifact." We pose the alternative concept of the "IS artifact." We "unpack" what has been called the "IT artifact" into a separate "information artifact" and "technology artifact" that, together with a "social artifact," interact to form the "IS artifact." We illustrate the value of the "IS artifact" concept with material from two cases. The result is to restore the idea that design science needs to attend to the design of the entire IS artifact, not just the IT artifact. © (2013) by the AIS/ICIS Administrative Office All rights reserved.
Can social media be used to enhance the process of learning by students in higher education? Social media have become widely adopted by students in their personal lives. However, the application of social media to teaching and learning remains to be fully explored. In this study, the use of the social media tool Twitter for teaching was considered. Undergraduate students in Business and Management (n = 252) were encouraged to use Twitter for communicating with their tutor and each other during a 12-week course. Their involvement was evaluated using a survey considering amount of Twitter usage and students' attitudes and experiences. The data were analysed using factor analyses, which revealed a single usage construct and three attitudinal factors. Three findings emerged. Firstly, a positive correlation was found between amount of Twitter usage and student engagement in university-associated activities including organising their social lives and sharing information. Secondly, course-related tweeting was not related to interpersonal relationships between students and their tutor. Thirdly, Twitter usage did not impact class attendance. The results are salient for educational practitioners wishing to introduce social media into their teaching.
The emergence of social media as a new channel for communication and collaboration has led educators to hope that they may enhance the student experience and provide a pedagogical tool within Higher Education (HE). This paper explores academics’ and undergraduates’ usage of Twitter within a post-92 university. It argues that the observed disparity of usage between academics and undergraduates can be attributed to a number of factors. Namely, academics’ perceived use of the platform for enhancing reputation is an implied acknowledgement of the importance of research within HE and the increasingly public engagement agenda. Additionally, academics’ limited usage of Twitter to support practical-based issues may be explained by issues relating to accountability of information through non-official channels. Moreover, students made greater use of Twitter for the passive reception of information rather than participation in learning activities. The implications of these issues will be discussed in reference to the study findings
Twitter has become an established feature of the contemporary landscape. It has been used by, among others, politicians, political parties, governments, international organisations, charities, think tanks and individuals from academics to celebrities. Twitter has also been subject to a great deal of debate and analysis. This includes its impact on the relationship between government and citizens, a point that came to the fore in the 2011 Arab Spring when Twitter provided an important communication vehicle for popular uprising. However, less has been written on the use and impact of Twitter as a method to support learning and teaching. This article examines the use of Twitter as a way of promoting student engagement, arguing that it offers the opportunity to democratise student learning.
The idea of information literacy, broadly defined as the ability to recognise information needs and identify, evaluate and use information effectively, has been of growing concern in the education sectors for a number of years; whilst in the workplace, employers and managers have perhaps attended more to the need for computer and information technology skill. New descriptions of information literacy, that may be of value to the business sector, are now beginning to appear as a result of qualitative research into how professional employees experience the effective use of information. This paper summarises the outcomes of an investiga-tion into the experience of information literacy amongst various types of professionals; and explores the possible differences and interrelations between individual and organisational information literacy suggested by these outcomes. Seven different ways of experiencing information literacy were identified. These experien-ces are closely related to important workplace processes such as environmental scanning, information man-agement, corporate memory, and research and development; confirming that information literacy should be considered a significant part of the character of learning organisations as well as being a key characteristic of the organisation's employees. Implications of individual and organisational information literacy for begin-ning and continuing professional education are explored.
Intended for designers and researchers, Context and Consciousness brings together 13 contributions that apply activity theory to problems of human-computer interaction. Understanding how people actually use computers in their everyday lives is essential to good design and evaluation. This insight necessitates a move out of the laboratory and into the field. The research described in Context and Consciousness presents activity theory as a means of structuring and guiding field studies of human-computer interaction, from practical design to theoretical development. Activity theory is a psychological theory with a naturalistic emphasis, with roots going back to the 1920s in the Soviet Union. It provides a hierarchical framework for describing activity and a set of perspectives on practice. Activity theory has been fruitfully applied in many areas of human need, including problems of mentally and physically handicapped children, educational testing, curriculum design, and ergonomics. There is growing interest in applying activity theory to problems of human- computer interaction, and an international community of researchers is contributing to the effort.
Contributors Rachel Bellamy, Susanne Bødker, Ellen Christiansen, Yrjo Engeström, Virginia Escalante, Dorothy Holland, Victor Kaptelinin, Kari Kuutti, Bonnie A. Nardi, Arne Raeithel, James Reeves, Boris Velichkovksy, Vladimir P. Zinchenko
Advance organizers The Language of Science Education (p. 4)
- P Ward
Ward, P. (2014). Advance organizers, In W. F. McComas (Ed.), The Language of Science
Education (p. 4). Boston: Sense Publishers.
Beyond the tweet: Using twitter to enhance engagement, learning, and success among first-year students
- B West
- H Moore
- B Barry
West, B., Moore, H., & Barry, B. (2015). Beyond the tweet: Using twitter to enhance engagement,
learning, and success among first-year students. Journal of Marketing Education, 37/3, 160-170.
Twitter as a professional development tool for physicists
- E Martell
Martell E.C (2014). Twitter as a professional development tool for physicists. Millikin University
Department of Physics and Astronomy
Quality science education and 21st century skills
National Science Teachers Association. (2011). Quality science education and 21st century skills,
Arlington, VA: Author. Retrieved from http://www.nsta.org/about/positions/21stcentury.aspx
Spacecraft reveals recent geological activity on the moon": Exploring the features of NASA Twitter posts and their potential to engage adolescents
- M Lesley
Lesley, M. (2014). "Spacecraft reveals recent geological activity on the moon": Exploring the
features of NASA Twitter posts and their potential to engage adolescents. Journal of Adolescent &
Adult Literacy, 57(5), 377-385.
Roles of course facilitators, learners, and technology in the flow of information of a cMOOC. The International Review of Research in Open and Distributed Learning
- O Skrypnyk
- S Joksimović
- V Kovanović
- D Gašević
- S Dawson
Skrypnyk, O., Joksimović, S., Kovanović, V., Gašević, D., & Dawson, S. (2015). Roles of course
facilitators, learners, and technology in the flow of information of a cMOOC. The International
Review of Research in Open and Distributed Learning, 16(3).