Cognitive communication 2.0 in Higher Education: to tweet or not to tweet? António Andrade1, Cornélia Castro2 and Sérgio André Ferreira2 1 School of Economics and Management, Portuguese Catholic University, Porto, Portugal 2 School of Education and Psychology, Portuguese Catholic University, Porto, Portugal firstname.lastname@example.org email@example.com firstname.lastname@example.org Abstract: Research has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it is the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one-way communication, one-to-many, low or non-existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exploration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many-to-many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recognize the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each other’s views and each had the opportunity to contribute to the debate. It also allowed the release of multiple choice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.
Keywords: classroom; cognitive communication; learning; micro blogging; Twitter; web 2.0
The new forms of communication are inextricably linked to the imposition of new forms of teaching and learning, which have resulted in the redefinition of political and pedagogical models. In this context of profound social changes imposed by the increasingly presence and transformative nature of technology, the Higher Education Institutions (HEIs) are confronted with new challenges which require their reorganization so that they can respond effectively. Information Technologies (IT), specially the “web phenomena”, have contributed to changing the way people work together, share resources, co-produce, co-act and get involved in activities that benefit all (Fuchs et al., 2010). Nowadays, expressions such as “collaborative learning”, “learning communities”, “media in education”, “social media” and other similar ones, are essential in educational investigation. However, research on these topics focuses on online environments or faceto-face groups of limited size. Studies in which these principles are applied to a classroom with dozens of students are rare. In fact, research shows that the classroom has been losing its historic centrality in favour of new agglutinating poles such as the Personal Learning Environment (PLE) and the Social Learning Network (SLN), usually associated with spaces outside the classroom – Cloud Learning Environment. However, despite the development of on-line learning systems and b-learning, classroom learning is still largely dominant, and the organization of activities continues to have the classroom learning as ISSN...
References: Balanskat, A., Blamire, R., and Kefala, S. (2006) The ICT Impact Report: A review of studies of ICT impact on schools in Europe, European Schoolnet in the framework of the European Commission’s ICT Cluster, Brussels, Belgium. Bennett, S., Maton, K., and Kevin, L. (2008) "The ‘digital natives’ debate: A critical review of the evidence", British Journal of Educational Technology, Vol. 39, No. 5, pp. 775-786. Blaikley, A. (ca1856). Detail of a lithograph of Michael Faraday delivering a Christmas lecture at the Royal Institution: Wikipedia. Castañeda, L., and Soto, J. (2010) "Building Personal Learning Environments by using and mixing ICT tools in a professional way", Digital Education Review, No.18, pp. 9-25. Chen P., L. A. D. G. K. (2010) "Engaging online learners: the impact of web-based learning technology on college student engagement", Computers and Education, Vol 54, No. 4, pp. 1222-1232. Elliot, T. (2011) "SAP web 2.0", [online], http://www.sapweb20.com/ (acessed on 20/05/2011). Ferreira, S. A., Castro, C., and Andrade, A. (2011). "Morfologia da Comunicação Cognitiva 2.0 em sala de aula no âmbito do Ensino Superior", In Proceedings of CISTI 2011 – 6ª Conferência Ibérica de Sistemas e Tecnologias de Informação, pp. 294-300, Chaves, Portugal, June. Figueiredo, A. D. (2009) "Estratégias e Modelos para a Educação Online", In G. L. Miranda (Ed.), Ensino Online e Aprendizagem, Lisboa, Relógio d´Água, pp. 33-55. Fuchs, C., Hofkirchner, W., Schafranek, M., Raffl, C., Sandoval, M., and Bichler, R. (2010) "Theoretical Foundations of the web: Cognition, Communication, and Co-Operation. Towards an Understanding of web 1.0, 2.0, 3.0", Future Internet, Vol. 2, No. 1, pp. 41-59. James, K. E., Burke, L. A., and Hutchins, H. M. (2006) "Powerful or Pointless? Faculty Versus Perceptions of PowerPoint Use in Business Education", Business Communication Quarterly, Vol. 69, No. 4, pp. 374-396. Johnson, L., Smith, L. R., Willis, H., Levine, A., and Haywood, K. (2011) The 2011 Horizon Report, The New Media Consortium, Austin, Texas, USA. Jonassen, D., Howland, J., Moore, J., and Marra, R. (2003) Learning to solve problems with technology, Merril Prentice Hall, New Jersey. Junco, R., Heiberger, G., and Loken, E. (2010) "The effect of Twitter on college student engagement and grades", Journal of Computer Assisted Learning, Vol. 27, No. 2, pp. 1-14. Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., Chang, R. (2009) Educating the Net Generation – a handbook of findings for practice and policy, Australian Learning and Teaching Council, Melbourne. Kruger, J., Epley, N., Parker, J., Ng, Z., & W. (2005). “Egocentrism over e-email: can we communicate as well as we think?”, Journal of Personality and Social Psychology, Vol. 89, No. 5, pp. 925-936. Kurilovas, E. (2007) "Digital library of educational resources and services: evaluation of components", [online], http://bit.ly/mz7UH1 (acessed on 20/05/2011). Nesbit, J. K. B. T. L. (2007) "Learning Object Review Instrument (LORI) Version 1.5", [online], http://bit.ly/laXZHE (acessed on 20/05/2011). Nokelainen, P. (2006) "An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students", Educational Technology and Society, Vol 9, No. 2, pp. 178-197. O´Reilly, T. (2005). “What Is Web 2.0. – Design Patterns and Business Models for the Next Generation of Software”. Retrieved from http://oreilly.com/web2/archive/what-is-web-20.html www.ejel.org
©Academic Publishing International Ltd
António Andrade, Cornélia Castro and Sérgio André Ferreira
OECD. (2007). Giving Knowledge for Free. The Emergence of Open Educational Resources. Paris. France. Pennsylvania State University (2010). Mayer 's SOI model”, Available: http://www.personal.psu.edu/wxh139/SOI.htm (acessed on 20/05/2011). Prensky, M. (2001) "Digital Natives, Digital Immigrants", On the Horizon, Vol 9, No. 5, pp.1-6. Tapscott, D., and Williams, A. D. (2008) Wikinomics: A Nova Economia das Multidões Inteligentes, Quidnovi, Lisboa. Uniinnbruck. (2008). “Lecture Hall”, Available: http://www.flickr.com/photos/uniinnsbruck/3722413559/in/photostream/ (acessed 03/03/2012) Voltolina, L. (1233). Liber ethicorum des Henricus de Alemannia. Berlin: Berlin/Staatliche Museen Preussiischer Kulturbesitz.
Please join StudyMode to read the full document