I USE TWITTER when teaching Media Writing in the Limerick School of Art and Design because I have discovered real value in watching selected hashtags, in following pathfinders who curate content and in communicating to students via direct messages.
Hashtags as Watchlists.
I set an essay assignment about "My Personal Evolution with Technology" and know both #edtech and #edchatie support the essay tasking. I know YouTube "hauls" and "unboxing" videos both offer interesting points of departure for writers.
We are unpacking "goodfood" with @wholesomeie and viewing the green landscape of #Tipperary through the guidance of Peter Donegan, Ireland's gardening broadcaster.
I teach how #context drives perspective, especially in Dystopia. We will listen to #octaver and some of our better essays may end up as part of the #cong14 papers.
After a few weeks, I believe my students will nominate specific people to be listed as pathfinders who helpfully point to worthwhile links, discussions and rich media. Within a few months, we might offer an annotated listing that explains why these people deserve the standing of "pathfinder".
We also expect to generate several lists of thought leaders, blogs, companies and slide decks related to the topics of interest covered in the Media Writing module.
Direct Messaging.
From personal experience gained while helping dozens of students through our creative multimedia degree, I know Twitter direct messaging is very functional. With a throwaway identity on Twitter, I can stab in and out of a media writing scrum and focus attention on getting things done. In past years, DMs have helped students succeed and assisted graduates in finding jobs. Twitter has effectively become my first point of contact.
If you follow insideview.ie you will see expanded updates on how these three facets of Twitter complement my third level teaching and learning.
[Bernie Goldbach is the senior pilot creative multimedia lecturer in the Limerick Institute of Technology.]
