Let students hear from a broader range of their peers. This includes not only the typically silent voices in a particular class, but students in the other classes, as well. I teach three sections of Humanities, so I thought they could respond across classes. And maybe even to others not in Humanities. Or, at least this was my hope.
Let students control the direction of the conversation. I gave them the broad topic: status quo thinking. But, because this is such an expansive subject, they had an opportunity to use this as a springboard to move in any direction they chose. Unlike in class, where a small group of students intent on probing a specific thread might dictate the direction of a conversation, on Twitter, each student could choose to build off of what somebody else said or introduce a new area to consider. Or, at least this was my hope.
Let students use time to their advantage. This seems like a big advantage. Typical conversations are limited to the times that classes meet. If a student is absent during that time, oh well. If a student is feeling tired, unmotivated, stressed during that time, oh well. Classroom discussions demand performance regardless of extenuating circumstances. Because this was an asynchronous chat, students could join in when ready. Or, at least this was my hope.
Let students experiment with using social media for an academic purpose. This is a biggie. I implore them constantly to think about how social media platforms can and should be used to establish an academic and even professional persona. But I had done little to help them move in this direction. This chat could be an initial way to experiment with this possibility. Or, at least this was my hope.
Finally, I wanted them to enjoy connecting with each other in a different way. While many of them tried to fashion 140 character tweets that sounded similar to the voice they use in class, I did see some informality sneak in. Of course, we all know that speaking with an authentic voice is critical for feeling connected to an idea. Similarly, the ability to shape the way language gets used builds a sense of agency. To this end, I thought Twitter would allow students inventive ways to respond with energy, humor, and personality. This way my hope.
With the tweets written, I asked students to turn their attention to their blogs and write in more depth about a question, issue, or idea regarding status quo thinking--the topic of the chat and the 3rd quarter material. This step cannot be deemphasized. By moving from micro-blogging to a long form response, students hopefully experience for themselves the benefits and uses of both.
I have read the criticism of social media platforms like Twitter: they erode attention and reward shallow thinking; in a culture lacking deliberation and thoughtfulness, Twitter exemplifies the desire for narcissism, summary and speed. Sure. This happens. But is it the fault of the tool? Or is the real issue that we have a penchant for embracing technology without taking time to see its possibilities and pitfalls, without learning how to use it in refined, powerful ways? I am going with the latter.
In any case, as a teacher, I must do what I can to help my students become confident, creative thinkers. This includes helping them navigate their culture and know how to best leverage the tools available to them. Within this context, understanding how to use social media for professional and academic purposes becomes central, not superfluous.
As you can see, I had a lot of hopes going into this experiment. Of course, I am not about to argue that all were achieved. But when is that ever the case? To be sure, it proved successful (and popular) enough to try again, which I will do. The risk was well worth it. Besides, if our technological and cultural status quo favors superficiality, small bites, and inattention, then sign me up as a disruptor. I, with my students, will do what I can. And learn something along the way.
