I feel like a kazoo player in front of the Great Whirlitzer organ.
Reading ‘Twitter for Dummies’ doesn’t help, but I am trying to master LinkedIn, WordPress and Facebook at the same time. Which strikes me as trying to learn to play the violin, oboe and piano at the same time as having to conduct.
Thus far I manage the following:
- Compose blog in WordPress.
- If it is OU related add the appropriate #.
- May also add ^JV
I’ve been doing this for the ‘Made in Britain’ series with Evan Davies which starts on Monday with Business School input.
My handle in Twitter is JJ27VV. Someone had my name. This has stuck for a few years.
As I get my head around the OUBS website and this content is refreshed I and others authorised/enabled to do so, will Tweet pertinent content too.
Adding to the noise? Or or value? A must have … because everyone else is doing it?
I may Tweet things I find of interest, adding the hashtag or not. I am just as likely to ‘Share’ by sending the content to one of several WordPress blogs first.
There IS an educational value to this constant chattering, and that is to listen in and join conversations on something that is current.
So this week it might be conversations on m-learning. (A suffix that is likely to become more quickly redundant than e-learning).
I wish I had the details to quote the person properly but in an interview a few weeks ago someone said ‘research into a subject until the narrative reveals itself’.
I feel I have reached a stage where conversations that made no sense to me a year ago, now make sense and I can pick out threads, create my own narrative from it, even place the ‘level’ of conversation somewhere along that person’s learning journey so that I can compare it to mine.
This in turn, again, there is a person to quote … makes learning with this technology more akin to direct, face-to-face conversations that in the past would only be picked up by physically being on campus, in a student common room, lecture hall or tutor group.
The ‘democratization’ of education that I dismissed a year ago occurs because more often or not, the undergraduate gets to listen in and even join in discussion in the ‘senior common room,’ as it were.
This in turn picks up John Seely Brown’s idea of learning through participation, starting on the periphery whoever you are and through listening and engagement slowly being enrolled and brought into the group.
Off hand I can think of my brother who develop his passion for all things mechanical by watching his grandfather, then hanging around competent hobbyist mechanics, or pestering people who were servicing Mum’s car. He read the magazine, watch the TV shows, ‘listen in’ to the conversations and goings on around go-kart race tracks. He never had a lesson but is more than capable of rebuilding any car under the sun today.