After reading through the posts and comments under “#edci339” on Twitter, I acquired more ideas and information from different perspectives. I used to browse on Twitter to read latest news and funny posts for fun. Using it for learning never came to my mind before this experience with exploring the content of open education through Twitter. While I was reading some posts and Tweet Collection, I found Twitter is a great place to exchange ideas on a topic and to share resources regarding the topic. It can be a great open learning platform.
In term of exchanging idea, different people with the same interest topic is able to post blogs. under a specific field on Twitter and a field can be easily found by using the hashtag. I actually think every single hashtag like a study group in a class. Instead of discussing and sharing ideas synchronously in a classroom, everyone “in a specific hashtag” is able to exchange ideas and share information synchronously at any time by commenting below a blog. Others have access to both blogs and comments. Articles and webs are shared in blogs are various and some are extremely useful. It is also a great place to look for resources.
As I read through the article “International Review of Research in Open and Distributed Learning”, using the four-part test to examine Twitter learning to which this approach qualifies as OER-enabled pedagogy(Wiley&Hilton, 2018). I answered as follows:
- Are students asked to create new artifacts (essays, poems, videos, songs, etc.) or revise/remix existing OER?
Yes. Users create new blogs or retweet others with own comments.
- Does the new artifact have value beyond supporting the learning of its author?
Yes. As blogs can be viewed all the time to support future users to access them unless it been deleted.
- Are students invited to publicly share their new artifacts or revised/remixed OER?
Yes. As blogs are publicly shared.
- Are students invited to openly license their new artifacts or revised/remixed OER?
Yes. As blogs can be retweeted and shared.
Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).