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

Brian McGowan

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

Brian McGowan

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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

Original language	English
Title of host publication	ALTNI Annual Event 2019
Publication status	Published (in print/issue) - 29 May 2019
Event	ALTNI Annual Event 2019: learning technology through participation, collaboration, critical perspectives and openness - QUB Peter Froggatt Centre, Belfast, United Kingdom Duration: 29 May 2019 → 29 May 2019 http://www.altni.com/event2019/

Conference

Conference	ALTNI Annual Event 2019
Abbreviated title	ALTNI2019
Country/Territory	United Kingdom
City	Belfast
Period	29/05/19 → 29/05/19
Internet address	http://www.altni.com/event2019/

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education
SDG 5 Gender Equality

2 Conference contribution

Creatively facilitating reflection and learning using wordclouds and social media
McGowan, B. & Chaney, U., 28 Feb 2019, 38th Annual International Nursing & Midwifery Research and Education Conference 2019.
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
Twitter and Wordclouds; Part 1, process
McGowan, B., 8 May 2017, (Accepted) Unknown Host Publication. Ulster University, 1 p.
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Cite this

@inproceedings{943285676df24ef88440c6f464ed86fd,

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

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{\textquoteright}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 ",

author = "Brian McGowan",

year = "2019",

month = may,

day = "29",

language = "English",

booktitle = "ALTNI Annual Event 2019",

note = "ALTNI Annual Event 2019 : learning technology through participation, collaboration, critical perspectives and openness, ALTNI2019 ; Conference date: 29-05-2019 Through 29-05-2019",

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T2 - ALTNI Annual Event 2019

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N2 - 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

AB - 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

M3 - Conference contribution

BT - ALTNI Annual Event 2019

Y2 - 29 May 2019 through 29 May 2019

ER -

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

Abstract

Conference

UN SDGs

Fingerprint

Research output

Creatively facilitating reflection and learning using wordclouds and social media

Twitter and Wordclouds; Part 1, process

Cite this