This is the presentation of a conference paper I delivered with @e_hothersall at ECEL2014, the 13th European conference on e-Learning, in Copenhagen, the 31st October 2014.
We describe the development, pedagogical underpinning and evaluation (via SNA and narrative analysis) of a Twitter-based educational intervention we ran in 2012 and 2013 for Public Health teaching.
Contact me if you would like to read the paper.
Integrating Twitter into an Undergraduate Medical Curriculum: Lessons for the Future
1. INTEGRATING
INTO AN UNDERGRADUATE MEDICAL
CURRICULUM
lessons for the future
Photo from: https://www.flickr.com/photos/jreed/322057841 - CC BY-SA 2.0
2. WELCOME
Annalisa Manca -@annalisamanca
Educational Technologist
School of Medicine
Ellie Hothersall - @e_hothersall
Public health doctor and theme lead for public health teaching
School of Medicine
On behalf of:
Natalie Lafferty - @nlafferty
3. SETTING THE SCENE
Photo from: https://www.flickr.com/photos/kwl/3573458354 - CC BY 2.0
4. TECHNOLOGY IS DRIVING
Photo from: https://www.flickr.com/photos/slowdownism/257931683 - CC BY-NC-ND 2.0
5. Communicate, share and learn
Any time, Any place, Any pace
Photo from: https://www.flickr.com/photos/iainb/212961317/ - CC BY-ND 2.0
12. OUR CASE
“For good pedagogical design, there is simply no escaping the
need to adopt a theory of learning.” We need “guidance on how
to judge whether the learning and teaching processes adopted will
really achieve the intended learning outcomes”
Mayes & de Freitas, 2008
14. #FOAMed
building communities around hashtags
Photo from: https://www.flickr.com/photos/mbiddulph/7614636374 - CC BY-SA 2.0
15. NETWORKED – CONNECTED – INTERACTIVE – HYBRID
LEARNING IS SOCIAL
Photo from: http://www.flickr.com/photos/31065898@N08/8220970905/ CC BY-NC-SA 2.0
16. BANDURA’S SOCIAL LEARNING THEORY (1971)
environment
Human
behaviour
(learning)
behavioural
patterns
affective and
cognitive
factors
• self-efficacy
• practice
• expectations
• knowledge
• attitudes
• community
• norms
• social system
Bandura, A. (1971). Social Learning Theory. New York: General Learning Corporation.
17. SELF-EFFICACY (Bandura, 1977)
An individual’s belief in
their ability to succeed in
producing a particular
outcome (Bandura 1977)
1977 2004 2008
phobias PTSD education/technology
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psych Rev
18. Educational activity as a scaffolding structure
skills
self-efficacy
support
teacher
tools
https://www.flickr.com/photos/gavatron/10037318335/
careful not to
overload
20. Self-efficacy
expectations
Performance
accomplishment
Vicarious
experience
Verbal
persuasion
Physiological
states
Behaviour/Learni
ng
BUILDING SELF-EFFICACY EXPECTATIONS
21. PERFORMANCE-ACCOMPLISHMENT
Definition Educ Design 2012 2013
• Personal
mastery /
success
• Based on
authentic
experience
Building self-efficacy expectations - in practice
• It can
influence self-motivation
• Model around
learning needs
• Pre-existing
knowledge
• Context
• Boost sense of
achievement
• Questions to
guide
discussion
• Choice of
media
• Feedback
• Storify
• “Summary of
learning”
tweets
22. VICARIOUS EXPERIENCE
Definition Educ Design 2012 2013
• Inferences
from social
comparison
• Observation
and interaction
with others
• Experience
• Encourage
communicatio
n and
interaction
• Set
appropriate
level of
difficulty
• Share
experience
• Signpost to
facilitators’
online spaces
• No change
Building self-efficacy expectations - in practice
23. VERBAL PERSUASION
Definition Educ Design 2012 2013
• Encouragement
from tutors and
peers
• Not based on
experience
• Teacher
accountability
• Moderation
• Leadership +
engagement
• Peer support
• Moderation
and replies
• No change
Building self-efficacy expectations - in practice
24. PHYSIOLOGICAL STATES
Definition Educ Design 2012 2013
• Emotional
arousal can
debilitate
performance
• Help students
overcome fear
and anxiety
related to
performance
• Early
acquaintance
with tools
• Intro to Titter
• Tutors’
presence
• No intro to
Twitter
Building self-efficacy expectations - in practice
25. IN PRACTICE… AND RESULTS
“The relationship between pedagogy
and technology is not as simple
as it first appears”
JISC: Effective Practice in a Digital Age
26. Origins of #fluscenario
Based on previous work by nhssm.org
Original scenarios written by Mr Alex Talbott
and Dr Chloe Sellwood
Twitter chat with Social Media emphasis
Easy to tweak to student focus
http://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/sneezeInLine_0.jpg Creative Commons
27. 4. (To understand there is more to public health
than drinking water and inequalities)
35. Application
“Whooping cough: Three more babies die in
outbreak http://t.co/VXAIC5Bu #fluscenario”
“Reading about the emergence of multidrug-resistant
TB and automatically relating this to
the spread of #fluscenario. Hello Library
Weekends.”
37. Evaluation
“I found #fluscenario irrelevant as it didn't have much
relevance to the respiratory block.”
“…waste of time”
“I enjoyed using twitter as a new way of teaching and I
feel like I learnt a lot from the opportunity to discuss the
flu scenario with my peers.”
“The fluscenario was a personal highlight for me, I really
found it beneficial.” B+
38.
39.
40. 0%
25%
0%
13%
63%
0%
11%
11%
15%
6%
35%
22%
Other
140 characters are not enough to express
yourself properly
It wasn't interesting
I did not feel like I had the time to do it
I did not feel confident using Twitter
Twitter is too public
2012 2013
41. DISCUSSION AND CONCLUSIONS
“Fauxial learning = forcing people to use
social media in a course, and then
confusing compliance with engagement
and (even worse) learning”
Jane Hart (@C4LPT)
42.
43.
44. John Schaar, American writer and scholar and Professor Emeritus, University of California
http://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf
47. References
• Bandura, A. (1971). Social Learning Theory. New York:
General Learning Corporation.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory
of behavioral change. Psychological Review, Vol 84, No. 2,
pp 191-215.
• Caprara. (2008). Longitudinal analysis of the role of
perceived self-efficacy for self-regulatory learning in
academic continuance an achievement. Journal of
Educational Psychology, 100(3) 525–534
• Mayes, T. & de Freitas, S. (2008). Learning and e-learning:
The role of theory. In Beetham & Sharpe. Rethinking
Pedagogy for a Digital Age: Designing and Delivering e-
Learning. New York: Routledge