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Title:
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MAKING (MORE) PEDAGOGICAL SENSE OF TWITTER WITH A NEWLY DEVELOPED TRACKING DEVICE AND PRIORITISED DISCUSSION POINTS: THE STORY OF A COLLABORATIVE TWITTER IMPROVEMENT PROJECT |
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Author(s):
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Thomas Menkhoff, Gabriel Yee Qi Ming, Magnus Lars Bengtsson |
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ISBN:
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978-972-8939-66-3 |
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Editors:
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Inmaculada Arnedillo Sánchez and Pedro Isaías |
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Year:
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2012 |
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Edition:
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Single |
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Keywords:
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Twitter, higher education, collaborative Twitter application project, Singapore |
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Type:
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Reflection Paper |
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First Page:
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359 |
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Last Page:
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363 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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In this paper, we share experiences made in developing a new Twitter application in the context of a Knowledge Management course taught at the Singapore Management University (SMU) aimed at enabling students to post and view pedagogically important tweets in an organized manner for easy (re-)use and participatory discussion. Additional application features developed by the team include an analysis tool which can help instructors to assess and grade the participation level of students. The project is both innovative and interesting for several reasons: (i) it showcases the pedagogical power of tweeting in the classroom; (ii) it successfully evolved as a collaborative project across two disciplines, namely between a School of Business management instructor, five students from the School of Information Systems (SIS) and SIS mentors and (iii) it helped to resolve actual tweeting challenges which occurred in class during tweeting experiments such as getting lost in a sea of tweets or the lack of conversation tracking. Qualitative feedback from undergraduate students who took part in the tweeting activities and the progress of the application development project suggests that the use of twitter as a discussion platform during class has a positive impact on learning and that the newly developed twitter application is value added. |
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