26 Ways to Use Twitter for Teaching and Learning: A Storify-ied Reflection

Ed O'Neill's (@learningtech) tweeted presentation from 1/5/2012. The additional commentary and reactions have been added by Richard Edwards (@redwards7)


  1. Regarding Tweet #5: This is the "tool before pedagogy" problem. Faculty hear about new technologies and want to use them, but are not necessarily thinking in terms of learning outcomes or objectives. But I do like when faculty ask me about new possibilities like Twitter, because it can be a gateway conversation into pedagogy and what that learning outcomes they would like to get out of any particular assignment or project. 
  2. I agree with this. Twitter is simply a tool, and the challenge for educators is to use what it does to ignite learning in and amongst the students. 
  3. I also agree with this, with a bit of a caveat. There is no "perfect" theory of learning - but I would argue that there are principles and best practices that can aid any instructor. An assignment that engages Twitter may (if properly designed and implemented) increase faculty contact, emphasize time on task, or extend challenging class discussions (among other possibilities of course)
  4. Since I'm reading these tweets in order, I don't know if you are going to cycle back to this point. But while I respect that more attention should be paid to "cloning learning tools that already work," I also like early adoption and experimentation where we might not be sure yet what the best practice is and what the outcomes are (and I recognize that early adoption is not for all faculty members, or even a plurality of faculty). 
  5. Here the tweet format might be truncating your argument a bit. Part of what Twitter opens up for me (in terms of instructional design) is opening up reading to a much larger audience (not just instructors and pupils, but people on Twitter who have no idea that a particular tweet is related to a single course). This also means that what one "writes" is now open to a much larger audience than the class, and that shifts the writing into a more public form (which may or may not be an intention of the course)
  6. I like this idea about mapping key passages, and then analyzing it through some aggregator. Reminds me of designing an assignment around group reading and/or collaborative reading of PDFs through a software like Crocodoc.