A couple of days ago, my colleague Terese Bird was wondering if it was polite to tweet during lectures. Much could be said about how appropriate or desirable it is to tweet during lectures, the kind of pedagogical contracts that need to be in place for students and tutors to be comfortable with that practice, and the extent to which tweeting in class may be conducive to enhanced learning. And of course, whether or not tweeting in lectures is polite.
Conferences are a different kettle of fish. Participants normally tweet during sessions and are often encouraged to do so. For example, I am in Manchester at a two-day JISC event on Curriculum Design and Curriculum Delivery. At the start of the first session, we were told: “those of you who are twittering, please use the #jisccdd hashtag”. This has been the case at every conference I’ve attended in the last 18 months or so.
Much is being discussed in traditional face-to-face manner at this event, but interesting debates are taking place on Twitter as well. Very interesting hybrid conversations take place as a result of bringing the contents of tweets into one’s discourse during sessions (and at the bar) – and the other way round. One aspect that straddles all discussions is the proposed lifecycle diagram that attempts to capture the curriculum design-delivery processes in institutions. The draft diagram is part of the Design Studio web-based toolkit and has been included in a publication called Managing Curriculum Change that benefits from a quote by our very own Gabi Witthaus (see page 5).
As you study the lifecycle diagram in detail, you’ll realise that it has a number of strengths and weaknesses. JISC welcomes feedback on how to make the model better reflect what actually happens in curriculum design and delivery today. As the tweets suggest, much of the debate has revolved around this draft model, which may well evolve in the next few weeks and months. I invite my DUCKLING colleagues to please get involved.
Dr A Armellini
13 October 2009