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2cc: The two channel (twitterized) classroom

By Steve Draper,   Department of Psychology,   University of Glasgow.

Passport photo Just a placeholder for now, for the ideas fomented in me by Graeme Pate.     Graeme's Twitter     Graeme's other blog     Graeme's blog     Graeme blog entry on tweeting in lectures
Three slides by me on 2cc (my term for Graeme's idea/practice).

See Sarah's blog entry, which also has pointers to Graeme's talk materials.

Graeme Pate talk materials: 1     2     Abstract of 2014 talk

  • A talk by us on the two channel (twitterized) classroom

    Passport photo   Sarah Honeychurch   Sarah 2

    Passport photo   Joe Maguire 1   Joe 2

  • Accidental podcasts. The idea is live podcasts paired with chat rooms: another form of the same idea on two channel classrooms   Listen to recent episodes of on Player FM

  • My CERE course

  • Twitter trials with the CERE course (not all to do with the 2cc concept)

    Twitter vs. EVS and YACRS

    Above are some pointers to a generalised argument about "2cc": having a second broadcast channel live in the classroom (the first being audio exposition by the lecturer). This section is about:

    Tactics: pedagogical designs

    6 tactics for using Twitter in class. The tactics in that article, which are close to those used by Graeme Pate (see above), are:
    1. The teacher asks the class a question (either orally or in a tweet), and all students can respond; and respond in parallel; yet all see everyone's answer.
    2. A student asks a question; all students see the reply.
    3. Group projects / wikis.
    4. x
    5. x
    6. x

    Benefits are:

    1. Exactly as with EVS of all kinds, you get many more students contributing (reduces "shyness")
    2. Unlike EVS, allows classmates to answer and not only the teacher.
    3. When links are sent, students don't see them on the room's screen, but can/do have them on their own device ready for instant clicking.

    Twitter vs. EVS

    The thrust in YACRS and other modern EVS is to allow student input from "their" devices e.g. smartphones, rather than requiring special voting handsets just for classroom use. This is a major advantage in avoiding (not only the cost but) the time and trouble of distributing and maintaining the handsets.

    These, and some earlier special-handset systems e.g. Wordwall allow free text input (like phone SMS texting). These allow students to text in; and the EVS software to display a long scrolling list (in small font) to be displayed on the screen. Twitter also allows this provided a desktop is monitoring tweets sent to the class hashtag.

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