Matthew Bodek: Quality of writing - Did using blogs/twitter cause students to write in a 'less than' correct grammatically style?
     John Patishnock: Great question, especially considering the character limit.
     Qi: Limiting your post within 140 characters on Twitter? You bet.
     John Balogh: I Can Has Cheezburger?
     NikkiMK06: I saw that with IM as a High School English teacher starting 10 years ago. However, I think de-emphasizing phonics, punctuation, and diagramming in favor of nothing but whole language in language arts classrooms shares part of the blame.
     NikkiMK06: That said, I easily transition from my IM/Tweatspeak to formal writing. I think doing so underscores another important communications lesson for students, the concept of adapting to one's audience and medium.

11:16 am EDT, 12 Aug :: Reply

Anne B.: How did you get student buy-in to using these technologies? How did you grade them? Did anyone resist?

11:06 am EDT, 12 Aug :: Reply

Brett Bixler: How do we prep. faculty to be flexible, adjust the course in mid-stream to run with the tools that work?

11:04 am EDT, 12 Aug :: Reply

John Patishnock: Is it possible to set up groups within Twitter, where you have to be invited to be able to follow everyone?

11:03 am EDT, 12 Aug :: Reply

How did you incorporate the Question Tool into the class?
     Anonymous: Not sure allowing students to post questions when the prof. is talking is a good thing.
     John Patishnock: Why not?

11:00 am EDT, 12 Aug :: Reply

So did using Twitter or other Web 2.0 technologies require students to be connected 24/7 in order to get the benefit of the community?
     Jean Marie: No. We chose when to answer. The only deadlines were posting by 5 on Monday and responding to classmates posts by Tuesday at 5.
     Anonymous: but wouldn't a twitter conversation have come and gone before you joined in if you weren't online a lot?

10:58 am EDT, 12 Aug :: Reply

Shannon/Micala: Outside of the classroom, do you feel that this course structure created a true "community" among your students that translated into personal connections?
     TK Lee @ ETS: and would these personal connections be too overwhelming while they take 10 courses and have 10 different communities?

10:47 am EDT, 12 Aug :: Reply

How did you leverage community so that the theorists could mentor technologists, and vice versa?

10:45 am EDT, 12 Aug :: Reply

dancinjul - Julie: Are technologists active/engaged and theorists lurkers???
     Brett Bixler: Theorists don't have to implement anything.

10:44 am EDT, 12 Aug :: Reply

Erin: How did the peer-reviewed reflections go? Did it take some prodding for beneficial, deep responses between class members? Were conversations created or were they mainly one-off comments?

10:44 am EDT, 12 Aug :: Reply

James Endres Howell: How could this experience scale to an enrollment of 80 or 100 students? Or 500? Would it matter if it were grad students vs. undergrads?
     stevier: Perhaps you would notice smaller communities forming organically, esp. if you only required them to follow X # of classmates...

10:42 am EDT, 12 Aug :: Reply

Robin: Were there students who were uncomfortable with the disruptive technologies and did not interact? How did you handle that, if so?
     stevier: And did they feel left out of the community? ...and did it reflect itself in the course evals?

10:39 am EDT, 12 Aug :: Reply

Jim: For social ratings, is there a "tipping point" for class or learning community size that is needed in order for it to be really effective?

10:33 am EDT, 12 Aug :: Reply

Chris Millet: Scott and Cole: do you know if many of your students continued to use the tools you introduced in your class in their daily lives? in subsequent learning environments?
     Chris Millet: Sorry, repeat of Bart's question

10:27 am EDT, 12 Aug :: Reply

Brett Bixler: What is the difference between instructional design and learning design?
     Anonymous: Oops - wrong instance.

10:07 am EDT, 12 Aug :: Reply

bart: Do you know if your students are still utilizing the tools you explored in class? I'm curious what your estimate is (eg. 90% still use, 75%, etc)

8:11 am EDT, 12 Aug :: Reply

John: This is where I want you to post your response to the EPIC video.
     bart: mock answer to this question

9:16 am EDT, 26 Aug :: Reply

Anne B.: Did all of the students have laptops? Were they required to?
     John Balogh: What do I buy for my kids when they enter college? Best you can get once, or new every 18 months?
     Jean Marie: No. All students did not have laptops nor were we required. There is enough computer access on campus to allow unhindered participation in class.

11:24 am EDT, 12 Aug :: Reply

TK Lee @ ETS: this course investigates how these tools can be used, but these tools happen to be the "subjects", too. How are these tools applicable to other courses? A history course? An fluid dynamics course?

11:05 am EDT, 12 Aug :: Reply

Your description reminds me of multiple intelligences - it seems like you designed the course so people could display learning using their talents. Any recommendations here?

11:04 am EDT, 12 Aug :: Reply

EmilyR: Just wondering how the grading factored in to the course

11:02 am EDT, 12 Aug :: Reply

Jamie Oberdick: Given current budget realities for the University, how difficult is it to get funding for these initiatives? Is the fact that some of the tools used in the initiatives are free/low cost a selling point to get admin buy-in to develop these ideas?

10:55 am EDT, 12 Aug :: Reply

dancinjul - Julie: How has Twitter changed your life?
     John Balogh: Saves time with getting hardware work done when people are on the phone. (Or asleep. :-)
     dancinjul - Julie: It has connected me to folks who do things similar to me. To a community which actively engages me even though I am 2 1/2 hours away!
     Jackie Ritzko: I agree with DancinJul - I feel very connected to a geographically distant group. I don't read all posts, but pick up ideas along the way when I want.
     NikkiMK06: At first, I might connect w/people for off-task, silly things, not related to my work, but it breaks down barriers, and makes me feel comfortable w/people outside my department/region so I generate ideas and propose collaborative projects w/them.

10:54 am EDT, 12 Aug :: Reply

John Patishnock: Were the students encouraged or discouraged to write about their personal lives? Did friendships emerge?

10:44 am EDT, 12 Aug :: Reply

stevier: You used blogs and a multitude of other tools, but you also used Angel. How did you use Angel, and how did you integrate it w/ other tools so that students weren't lost?

10:42 am EDT, 12 Aug :: Reply

John Balogh: Do you ever run into a teaching technology "issue" that you have been told is not allowed, or is too expensive? Is it still a need?

10:37 am EDT, 12 Aug :: Reply

Qi: I can hear my faculty asking - students are already hooked to txt messaing, ipod, and all kinds of digital gadgets. Would introducing more technologies to them push them farther away from concentrating in class?

10:37 am EDT, 12 Aug :: Reply

Carla: Cole and Scott: Lot's of attention to assessing 21st century learning. Seems like it maps to your course. What were the challenges with assessing student learning and how did you address them?

10:33 am EDT, 12 Aug :: Reply

Gary: With social ratings, were there any concerns from students about having their writing evaluated publicly?
     Jamie Oberdick: That is also a barrier for some for Web 2.0 participation outside of a course.

10:28 am EDT, 12 Aug :: Reply

Scott and Cole: Did you find any age or gender differences regarding your students' willingness to adopt these tools?

10:23 am EDT, 7 Aug :: Reply

the system: Welcome to the live question tool. Feel free to post questions. Vote by clicking on the votes box.

10:10 am EDT, 7 Aug :: Reply