On 1/4/2012, Ed O’Neill (Twitter: @learningtech) posted an interesting series of 52 tweets on the topic of “Using Twitter for Teaching and Learning.” I liked how he was using Twitter to discuss Twitter, but wasn’t sure about the best way to respond to his tweets. I felt that since his tweets started from a single presentation that it would be best to try to respect the order and logic of his initial presentation.
Towards that end, I used Storify to collect his tweets in the order they were originally tweeted. This, of course, required me to re-order his tweets since twitter posts (in their very nature) arrive in reverse chronological order. Once I assembled all 52 of his tweets, the original aim of his presentation became much clearer to me, though I liked the way that Twitter required Ed to chunk his presentation into different lexia.
And this is worth noting: I felt that these lexia mostly benefited from having to be fit into 140 characters. Twitter created a constraint that I felt was in keeping with the cognitive power of Ed’s argument. (And here I am intentionally thinking about Edward Tufte’s well-trod pamphlet The Cognitive Power of PowerPoint, where he notes how PowerPoint seems to rob slides of their full evidentiary and illuminating potential). Twitter’s constraints probably work because breaking text into brief but precise messages is a different kind of cognitive activity than the cut-and-paste, overly visually templated, and bullet pointed mentalities of many PowerPoints.
I also liked that, as I sought to extend my engagement with Ed’s originating tweets, that Storify let me write in the “margins,” so to speak. Storify lets you comment on each individual tweet, so you can weave one’s one thoughts and reflections into the very fabric of a series of related tweets. This strikes me as a great way to restore an argumentative or presentational flow that might seem missing in the ever-flowing stream of tweets that sail through the columns of my TweetDeck.
I want to thank Ed again for starting this conversation. Ed brings a great perspective to learning technologies (in keeping with his twitter de plume) that reminds all of us educators the importance of connecting new technologies to learning objectives and the spread of best practices.
Finally, twitter, in my opinion, has not gained the traction I might have expected in higher education classroom, and Ed’s tweets contain many ideas that faculty members could start using in their classes right away, particularly the value of Twitter as a tool for communication between faculty and students and a way to get students collaborating and reciprocating around course-based ideas and themes.
If you want to read my Storify-ied reflection, click on the link at the top of this post.