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ERIC Number: EJ925904
Record Type: Journal
Publication Date: 2011
Pages: N/A
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1528-5324
Twitter, Wordle, and ChimeIn as Student Response Pedagogies
Higdon, Jude; Reyerson, Kathryn; McFadden, Colin; Mummey, Kevin
EDUCAUSE Quarterly, v34 n1 2011
Kay Reyerson and her graduate assistant Kevin Mummey applied for and received an internally funded instructional grant to address design challenges in their course Medieval Cities of Europe. One of the grant's goals was to encourage experimentation that might lead to scalable, sustainable, transformative, technology-enhanced pedagogies that could better serve the entire university community and perhaps the greater education community as well. Among the things the two instructors hoped to address with an initial pilot using Twitter and Wordle were poor attendance of in-class films and lack of attention to the films among those who did attend. Historically, the instructors had shown the films and then tried to engage students in a discussion about the themes. In a class of between 75 and 80 undergraduates, however, they often heard from only one or two learners and had little information about the thoughts of the others. The instructors considered the films useful as source information, and they wanted to motivate students not only to attend the lectures but also to approach and critique the films with intellectual curiosity in class and perhaps even among themselves. While the pilot of the pedagogical strategy yielded generally positive results, it was a deeply manual process that required far too much human resource support to scale. Unable to find a closed, authenticated, anonymous environment, the University of Minnesota developed a cloud-based SRS called ChimeIn that powered the same pedagogical strategies as the Twitter/Wordle pilot in a user-friendly, scalable experience, while also allowing for more classic "clicker-style" uses for multiple-choice questions. (Contains 1 table, 9 figures and 19 endnotes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota