Article about using the microblogging platform Cirip.ro - http://www.cirip.ro/?lg=en ( http://tinyurl.com/browsingCirip ) - to run online courses and to enhance traditional courses.
Submitted to the 6th Conference on e-Learning Applications, Cairo, Jan 2009
See also http://www.scribd.com/doc/2286799/Can-we-use-Twitter-for-educational-activities
Original Title
Using microblogging in education. Case Study: Cirip.ro
Article about using the microblogging platform Cirip.ro - http://www.cirip.ro/?lg=en ( http://tinyurl.com/browsingCirip ) - to run online courses and to enhance traditional courses.
Submitted to the 6th Conference on e-Learning Applications, Cairo, Jan 2009
See also http://www.scribd.com/doc/2286799/Can-we-use-Twitter-for-educational-activities
Article about using the microblogging platform Cirip.ro - http://www.cirip.ro/?lg=en ( http://tinyurl.com/browsingCirip ) - to run online courses and to enhance traditional courses.
Submitted to the 6th Conference on e-Learning Applications, Cairo, Jan 2009
See also http://www.scribd.com/doc/2286799/Can-we-use-Twitter-for-educational-activities
USING MICROBLOGGING IN EDUCATION. CASE STUDY: CIRIP.
RO
Using microblogging in education.
Case Study: Cirip.ro Carmen Holotescu1, Gabriela Grosseck2 1 Technical University, Department of Computer Science, Timisoara, Romania 2 University of the West Timisoara, Department of Social Informatics, Romania
Abstract—Microblogging is the Web2.0 technology with the
most important impact in 2008, with applications in many II. MICROBLOGGING WITH CIRIP – CURRENT ISSUE domains, including education. On a microblogging platform, Cirip.ro is a microblogging platform specially designed the users can send and receive messages via the web, SMS, for education and business, launched this year in March, instant messaging clients, and by third party applications; implemented by Timsoft, a company specialized in e- the most known platform is Twitter. With a solid experience learning and mobile applications, under the first author's in using Web2.0 technologies in education, the authors are coordination. The platform has many educational uses, for trying to provide arguments for using microblogging information and knowledge management, for courses platforms in education, underlining the advantages, but also enhancement, for delivering entire online courses, for possible bad points. The article presents a microblogging collaborative projects in universities, for communities of platform specially designed for education, called Cirip.ro, practice, or for eportfolios. which offers facilities such as live video / audio messages, multimedia objects embedding, private and public groups, Besides the facilities that Twitter offers, Cirip.ro comes feeds monitoring. Some concrete examples are presented, in with the following: which the platform is used for courses enhancement, for Users have the possibility to specify the domain communities of practice, but also for delivering entire online about which they will write the notes; this makes courses. How to facilitate such projects, how to integrate finding microblogs from a specific domain easier, other Web2.0 technologies, how to evaluate students particularly the educational ones; portfolios and participation are underlined too. Creating user groups; pupils, students, teachers can Index Terms—Web2.0, collaborative technologies, create public or private groups(in the private ones microblogging, education, social learning the notes are visible only for members); The possibility to embed images, audio and (live) video files, presentations, documents in notes; I. INTRODUCTION The possibility to subscribe to search feeds or to Microblogging is a Web2.0 technology and a new form feeds offered by sites / blogs / social networks – of blogging, that let the users publish online brief text the same as users and groups, the feeds can be updates, usually less then 140-200 characters, sometimes monitored, online, by IM, or by SMS. images too. The posts can be edited and accessed online, The interface is in Romanian and in English, facilitating or sent as SMS, e-mail or via instant messaging clients. an international collaboration. Usually the microblogs authors embed their posts as a Many statistics and visual representations offered by widget on blogs or sites. platform are useful for quantitative and qualitative Microblogging enables a real-time interaction between evaluation. users, using different devices, technologies and The platform has a few thousands users, an important applications [1]. The best known microblogging services percentage being pupils, students and teachers. are Twitter, Tumblr, Pownce, and Jaiku [2] and, recently Edmodo. There are also local microblogging systems, During June 4-18, 2008, the authors developed and very appreciated among Romanian Internet users, like moderated an online course, in a private group. It is a Cirip.ro, Zazazoo.ro and Logoree.ro. world premiere, the first online course developed and run entirely on a microblogging platform. Even though Twitter seems to be the most popular microblogging system, recently teachers and students tend In the next paragraphs we will present the first entire to use a special platform designed for education called online course run on Cirip.ro, which gave us the Edmodo.com to send “notes, links, files, alerts, opportunity to gain valuable experience and to reach assignments, and events to each other”. Other educational useful conclusions for the current courses run for different uses of microblogging can be found in Ref [3] and [8]. universities or for continuos education. The paper will describe the facilities of the The aim of this course was to find out if microblogging microblogging platform Cirip.ro, and how it can be used can be integrated in the lifelong learning / teaching / in education. collaboration / business / blogging. The topics addressed were: microblogging platforms, Twitter facilities, Cirip.ro facilities, uses in education, uses in business, uses in blogs promotion etc. USING MICROBLOGGING IN EDUCATION. CASE STUDY: CIRIP.RO
We wanted to investigate: Besides discussions and debates conducted by the wide
how to integrate microblogging with other Web2.0 range of messages we carried out a series of collaborative technologies; exercises, which will be presented in the next section. if a microblogging platform, in particular Cirip.ro, IV. PARTICIPATION IN DISCUSSIONS can be used as a Learning Management System (LMS), and if it has the needed facilities to run an Although initially 50 people have registered, 40 of them online course; have actively participated. The participants were mainly what are the differences between facilitating an educational actors (students, teachers, developers, online course on such a platform and one in a librarians etc.). They appear in the members section of the classic LMS. group (figure 2). For each member, the total number of contributions in the group is listed. The Network option shows a graphical representation for the group. III. GROUP FACILITIES The course was hosted and run in the private group cursmb of the microblogging platform Cirip.ro. A group has a special section for announcements (Group News) - another original element of the platform, where the moderators can post notes and useful materials for the group activities (figure 1). The authors have published in the announcements both notes on the proposed activities and course resources (mainly tutorials on course topics, with a variety of multimedia elements). The discussions on the proposed themes were realized through messages sent by the participants in the group space. Messages can be sent / monitored online (web site or CiripFox – a Firefox extension) or as: SMS ( it’s simple to track the group messages via mobile phone); instant messages; e-mail (daily notices with followed messages, answers, new followers or news are received by those who activate this option); it is also possible to send e-mail messages on Cirip.ro, including in groups. Other valuable options are the facilities to send live Figure 2. Group Members section(42 members) video / audio messages and to integrate multimedia objects in the notes, all of them becoming part of the There were almost 1100 messages written in the group, information / communication flow (eg. audio clips saved approximately 100 after the end of the course. On average, on a server or vocaroo, audio clips from e-ok.ro, trilulilu each member wrote 25 messages, which demonstrates an or deezer; flickr or tinypic images, youTube, seismic, interested participation, and involvement. vimeo, veevo or dotsub videos; slideshare, voicethread or The Tagcloud group section (present for any microblog flowgram presentations; pdf, docs or spreadsheet files too) allows interesting observations regarding the terms etc.). that appear most often in messages, the most active users, resources specified most frequently in messages. In figure 3 one can see the 50 words that have appeared most often in the last 500 messages. Topics Tagcloud and Network are interesting features of the groups created on the Cirip.ro platform, useful in analysing the interactions in learning or practice communities. To evaluate the participants we have considered: - number and quality of messages sent in course group - the eportfolio which consists of public and private messages - number of followers/followings/groups/feeds - number of messages sent to other participants, reactions to messages - direct communication with other participants and other users of the platform. Figure 1. Group news, http://www.cirip.ro/grup/cursmb The timeline, network, tagcloud sections of microblogs and groups offer useful data for evaluation. USING MICROBLOGGING IN EDUCATION. CASE STUDY: CIRIP.RO
6. A code of good practice on microblogs with
items written by the participants using the collaborative platform writeboard.com. One can observe: the most active members, nouns, verbs, and notions that appeared most often in discussions, participation and also a warm and open atmosphere between participants.
VI. GENERAL REMARKS
The course promoted values and attitudes among participants as followed in the lines bellow. Above all, through the course we promoted an ambient awareness for „communication, connections, and immediacy in 140 Characters at a time” [5], seldom seen in other on-line Figure 3.Group Tagcloud learning situations: interest in life-long learning; motivations and flexibility in developing their own educational and V. COLLABORATIVE ACTIVITIES AND THEIR RESULTS vocational route In this section we offer an overview of the collaborative respect and confidence in themselves and others activities carried out during the course, which involved the facilitate mutual awareness; responsiveness to the use of other Web2.0 technologies. For most of the emotions of others participants this was the first contact with them, so in advance helpful information was offered: valuing interpersonal relations - to learn how to take turns in speaking 1. Puzzle images - we proposed a combination word - picture (Creative Commons from flickr) the course turned into an interface to own experiences - developing the skills to meet the to be associated with microblogs and / or demands of social life in general microblogging. Towards the end of the course this exercise was redone, to see if the opinion analysis of real needs and problems (examples: How do I ...? Does anyone know if ..? etc.) and about microblogging was changed during the building polls (which are Ciriposphere verbs - the course. metaphors of microblogging). 2. A collaborative collection on del.icio.us created During the course the participants developed the public during the course, which was enlarged and used part of their microblogs: writing public messages, after the course end. following and discussing with other users, validating the 3. Translation of “Twitter in Plain English” video, topics of the course, monitoring feeds, and being part in which is part of the Common Craft Show other groups. After the course ended, they continue to collection. Video is posted on dotsub.com, activate on the platform, communicating and collaborating where the transcript was translated through with facilitators and other participants. This is an collaborative editing a document on important advantage of this platform, the learning writeboard.com. community continuing to be active after the course ended. 4. A voicethread object with text and audio The course has also allowed: comments submitted by members. a wide variety of expression forms (voice, video, 5. Notes on a Flickr image. Starting from images etc.) using mashup tools already tested in wordle.net, a resource suggested by a participant education, for communicating personal and - TBD, a tagcloud (fig. 4) with the words that didactical experience appeared most frequently in the aprox. first 600 the application of effective and flexible techniques messages of the course was generated. in using microblogging in education reversibility of messages to build a set of best practices promoting personal blogs export microblogs notes on the blogs "ambassadors" of ideas / concepts / events humor, good mood. There were also: moments of inertia (see group timeline for messages distribution in time) certain technical constraints (do not forget that it is a platform in continuous development and Figure 4. Tagcloud made with Wordle, improvement), messages without dissipation http://www.flickr.com/photos/cami13/2573662470/ USING MICROBLOGGING IN EDUCATION. CASE STUDY: CIRIP.RO
unequal contributions from participants curriculum microblogging can be built based on the a certain degree of pollution or noise information. principle of learning spiral.
VII. CONCLUSIONS A ND FUTURE WORK
REFERENCES For the authors of this paper, microblogging, and [1] M., Ebner, M., Schiefner , Microblogging - more than fun? in especially Cirip.ro, proved to be an effective tool for Proceedings of IADIS Mobile Learning Conference 2008, professional development and for collaboration with Inmaculada Arnedillo Sánchez and Pedro Isaías ed., Portugal, students, that can change the rules of the courses and 2008, p. 155-159. models good pedagogy responsive to student's learning [2] Java et al., Why We Twitter: Understanding Microblogging Usage needs. Furthermore, as a social networking / and Communities, 12August 2007, microblogging platform, Cirip.ro provides valuable http://ebiquity.umbc.edu/paper/html/id/367/Why-We-Twitter- interactions in educational context, acting as a social Understanding-Microblogging-Usage-and-Communities. factor in a course management system [4]. [3] G., Grosseck, C., Holotescu., Can we use Twitter for educational activities?, The 4th International Scientific Conference eLSE We appreciate that the microblogging platform Cirip.ro "eLearning and Software for Education", Bucharest, April 17-18, has facilities which permit delivering successful and 2008. quality online courses; the communication, authoring, [4] N. Katz (editor), The tower and the cloud, Educause, 2008. monitoring, statistical facilities make Cirip.ro a modern [5] S., Milstein, B., Lorica, Twitter and the Micro-Messaging free LMS. Revolution: Communication, Connections, and Immediacy—140 To facilitate an entire online course or a part of a Characters at a Time, O’Reilly Media, 2008. course on such a platform requires specific facilitation [6] C. Holotescu, Notes on microblogging, http://www.timsoft.ro/weblog skills, and collaborative technologies knowledge. The [7] G. Grosseck, Notes on microblogging, effort and time needed are more important than those for http://grosseck.blogspot.com an online course hosted on a clasic LMS. We would [8] D. Parry, Twitter for Academia, January 23rd 2008, recommend to run entire online courses on Cirip.ro only if http://academhack.outsidethetext.com/home/2008/twitter-for- the course duration is of a few weeks, otherwise the academia/ facilitation and communication become too demanding for [9] Rob Koper, Colin Tattersall: Learning Design - A Handbook on teachers and students. Modelling and Delivering Networked Education and Training, Future developments: Springer, 2005.
Tags will be implemented to classify notes and to
organize the groups mesages in topics defined by the facilitator. The authors intend to develop a specification for AUTHORS evaluating students eportfolio and participation in Carmen Holotescu is the manager of Timsoft, an courses run or enhanced by microblogging. eLearning company and junior lecturer, Ph.D. Candidate Scenarios for using microblogging together with at Politehnica University, Department of Computer different collaborative technologies in formal and Science, Timisoara, Romania (cami@timsoft.ro) informal courses will be modelled using Educational Modelling Language[9]. Gabriela Grosseck is senior lecturer, Ph.D., at In conclusion, respecting the learning time budget, each Department of Social Informatics, Faculty of Sociology teacher can choose to use microblogging to enhance and Psychology University of the West Timisoara, her/his courses. This is the option recommended by the Romania (ggrosseck@socio.uvt.ro) authors of this material due to the following considerations: the need for personal development and Published as submitted by the author(s). planning issues related to the future course and a
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