Creatively facilitating reflection and learning using word clouds and social media: Evaluating the usefulness of Twitter

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Introduction
The use of social media are becoming increasingly popular in higher education, (Arrigoni and Alvaro et al. 2016). An opportunity to take advantage of this to feedback succinctly arose in a postgraduate course.
Aim and objectives
1. To evaluate the usefulness of an exercise to facilitate learning gain
2. Ascertain what role Twitter played in communicating that learning gain back
Method
A narrative arts based educational method was used to structure this evaluation (Barone and Eisner, (1997). Having first obtained ethical approval; students participated in a focus group. Nine (n=9) students took part and the focus group was facilitated using Evoke cards. Output was thematically analysed using Newell and Burnard’s, (2011), approach.
Outcomes
Two main categories with three themes apiece emerged from the data. These were:
1. The What Learn Exercise, (WLE)
a. Providing scaffolding
b. Contractual obligation?
c. Takes time to mature
2. Use of Twitter
a. Motivating and fun
b. How effective is it really?
c. Have I got time for this?
Conclusion
• Providing scaffolding nurtures reflective skills
• Twitter works best as part of a wider suite of tools
• Twitter, like all tools needs to be used appropriately to work
References
Arrigoni C. Alvaro R. Vellone E. and Vanzetta M. (2016). Social media and nurse education: An integrative review of the literature. Journal of Mass Communication and Journalism. 6.1.
Barone T. and Eisner E. (1997). Arts based educational research. In M. Jaeger (Ed.), Complementary methods for research in education. 2nd Ed. (pp. 36 116). Washington, DC: American Educational Research Association


Conference

ConferenceALTNI Annual Event 2019
Abbreviated titleALTNI2019
CountryUnited Kingdom
CityBelfast
Period29/05/1929/05/19
Internet address

Fingerprint

twitter
social media
educational research
art
learning
education
mass communication
journalism
obligation
nurse
Group
student
narrative
evaluation
time

Cite this

@inproceedings{943285676df24ef88440c6f464ed86fd,
title = "Creatively facilitating reflection and learning using word clouds and social media: Evaluating the usefulness of Twitter",
abstract = "IntroductionThe use of social media are becoming increasingly popular in higher education, (Arrigoni and Alvaro et al. 2016). An opportunity to take advantage of this to feedback succinctly arose in a postgraduate course. Aim and objectives1. To evaluate the usefulness of an exercise to facilitate learning gain2. Ascertain what role Twitter played in communicating that learning gain backMethodA narrative arts based educational method was used to structure this evaluation (Barone and Eisner, (1997). Having first obtained ethical approval; students participated in a focus group. Nine (n=9) students took part and the focus group was facilitated using Evoke cards. Output was thematically analysed using Newell and Burnard’s, (2011), approach.OutcomesTwo main categories with three themes apiece emerged from the data. These were:1. The What Learn Exercise, (WLE)a. Providing scaffoldingb. Contractual obligation?c. Takes time to mature2. Use of Twittera. Motivating and funb. How effective is it really?c. Have I got time for this?Conclusion• Providing scaffolding nurtures reflective skills• Twitter works best as part of a wider suite of tools• Twitter, like all tools needs to be used appropriately to workReferencesArrigoni C. Alvaro R. Vellone E. and Vanzetta M. (2016). Social media and nurse education: An integrative review of the literature. Journal of Mass Communication and Journalism. 6.1.Barone T. and Eisner E. (1997). Arts based educational research. In M. Jaeger (Ed.), Complementary methods for research in education. 2nd Ed. (pp. 36 116). Washington, DC: American Educational Research Association",
author = "Brian McGowan",
year = "2019",
month = "5",
day = "29",
language = "English",
booktitle = "ALTNI Annual Event 2019",

}

McGowan, B 2019, Creatively facilitating reflection and learning using word clouds and social media: Evaluating the usefulness of Twitter . in ALTNI Annual Event 2019. ALTNI Annual Event 2019, Belfast, United Kingdom, 29/05/19.

Creatively facilitating reflection and learning using word clouds and social media : Evaluating the usefulness of Twitter . / McGowan, Brian.

ALTNI Annual Event 2019. 2019.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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N2 - IntroductionThe use of social media are becoming increasingly popular in higher education, (Arrigoni and Alvaro et al. 2016). An opportunity to take advantage of this to feedback succinctly arose in a postgraduate course. Aim and objectives1. To evaluate the usefulness of an exercise to facilitate learning gain2. Ascertain what role Twitter played in communicating that learning gain backMethodA narrative arts based educational method was used to structure this evaluation (Barone and Eisner, (1997). Having first obtained ethical approval; students participated in a focus group. Nine (n=9) students took part and the focus group was facilitated using Evoke cards. Output was thematically analysed using Newell and Burnard’s, (2011), approach.OutcomesTwo main categories with three themes apiece emerged from the data. These were:1. The What Learn Exercise, (WLE)a. Providing scaffoldingb. Contractual obligation?c. Takes time to mature2. Use of Twittera. Motivating and funb. How effective is it really?c. Have I got time for this?Conclusion• Providing scaffolding nurtures reflective skills• Twitter works best as part of a wider suite of tools• Twitter, like all tools needs to be used appropriately to workReferencesArrigoni C. Alvaro R. Vellone E. and Vanzetta M. (2016). Social media and nurse education: An integrative review of the literature. Journal of Mass Communication and Journalism. 6.1.Barone T. and Eisner E. (1997). Arts based educational research. In M. Jaeger (Ed.), Complementary methods for research in education. 2nd Ed. (pp. 36 116). Washington, DC: American Educational Research Association

AB - IntroductionThe use of social media are becoming increasingly popular in higher education, (Arrigoni and Alvaro et al. 2016). An opportunity to take advantage of this to feedback succinctly arose in a postgraduate course. Aim and objectives1. To evaluate the usefulness of an exercise to facilitate learning gain2. Ascertain what role Twitter played in communicating that learning gain backMethodA narrative arts based educational method was used to structure this evaluation (Barone and Eisner, (1997). Having first obtained ethical approval; students participated in a focus group. Nine (n=9) students took part and the focus group was facilitated using Evoke cards. Output was thematically analysed using Newell and Burnard’s, (2011), approach.OutcomesTwo main categories with three themes apiece emerged from the data. These were:1. The What Learn Exercise, (WLE)a. Providing scaffoldingb. Contractual obligation?c. Takes time to mature2. Use of Twittera. Motivating and funb. How effective is it really?c. Have I got time for this?Conclusion• Providing scaffolding nurtures reflective skills• Twitter works best as part of a wider suite of tools• Twitter, like all tools needs to be used appropriately to workReferencesArrigoni C. Alvaro R. Vellone E. and Vanzetta M. (2016). Social media and nurse education: An integrative review of the literature. Journal of Mass Communication and Journalism. 6.1.Barone T. and Eisner E. (1997). Arts based educational research. In M. Jaeger (Ed.), Complementary methods for research in education. 2nd Ed. (pp. 36 116). Washington, DC: American Educational Research Association

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