Directions

If you're already familiar with Twitter , Storify, blogging and want to crack on then see the workflow below but please note .. you must get consent from the participants and they must do the intro survey (it's a priming device intended to encourage a meta-cognitive view of their own social media use).

If all this is new to you and you'd like a more granular step by step then go to the walk-through section first and if that still doesn't make sense then email me and we'll set up a Skype, Google Hangout or phone call to talk it through. CLICK HERE TO GO TO WALK-THROUGH

Session 1

(1) Research Resources

  1. Information, consent and debrief forms.
  2. Intro-survey

(2) Description of Connecting Classes Format

  1. Framing
  2. Action
  3. Discussion
  4. Reflection

(3) Privacy discussion

Fingerprints, footprints and shadows

(4) Live Session

  1. Introduction (frame session with complex problem)
  2. Content (lecture/interview/other) with reactive and public note taking via twitter (action)
  3. Break
  4. Seminar (discussion)
  5. End of class session - any questions?

(5) Homework

  1. For students
    • Review class notes
    • Review Storifys
    • Blog (reflection)
    • Respond (comment on at least two people’s blogs)
  2. For teacher
    • Review tweets and blog posts in order to identify user-traits and assign roles.
    • Respond to tweets and comment on blogs.

Seating Chart Examples

When you're making your seating charts, use whatever suits you best. Don't get tied up in the technicals. Below is an example made with Excel/Numbers and another made by screen-shotting a floor-plan design site (!). So long as it means you can record who speaks in class (onsite) and which online Twitter id's relate to which seats.

 

Example Chart 1

This chart shows the seats in blocked out in blue, and number of tweets for each student in white. You could add a second colour for the number of questions asked in the classroom. This was made with Numbers (Spreadsheet application for Mac) it's super low-fi and hassle-free.

Seating map example

Session 2

(1) Refresher and Role Assignment

  1. Review of session 1 and reflections, highlight and encourage positive practice
  2. Describe roles Connector, Collector and Curator and Reflector and assign roles to students.

(2) Live Session

  1. Introduction (complex problem)
  2. Content (lecture/interview/other) – reactive and public note taking via twitter
  3. Break
  4. Seminar/discussion
  5. End of class session

(3) Post-Class

  1. Post-class for students
    • Review class notes
    • Review Storifys
    • Reflect (blog)
    • Respond (comment on at least two people’s blogs)
  2. Post-class for teacher
    • Respond to tweets and comment on blogs.

Example Chart 2

Example of class mapping with the instructor's movements marked (yellow) and any questions asked face to face/offline (red).

seating example

Session 3

(1) Refresher and Role Assignment

  1. Review of session 1 and reflections, highlight and encourage positive practice
  2. Re-assign seating so that the assigned roles are spatially co-located (sitting together)

(2) Live Session

  1. Introduction (complex problem)
  2. Content (lecture/interview/other) – reactive and public note taking via twitter
  3. Break
  4. Seminar/discussion
  5. End of class session

(3) Post-Class

  1. Post-class for students
    • Review class notes
    • Review Storifys
    • Reflect (blog)
    • Respond (comment on at least two people’s blogs)
  2. Post-class for teacher
    • Respond to tweets and comment on blogs.

Example Chart 3

This shows number of tweets (bigger the blue dot the more the tweeting) as well as the onsite class questions (red dots) shown in example 2 (you don't need to do this, we can do this together).

slide3EDU