#OER17 Here I come

Just under 2 weeks to #OER17 in London and I’m revisiting my abstract,  preparing my presentation and reviewing the conference programme. I’ve also been invited to participate in a Plenary Panel with @catherinecronin and @Czernie,  this is a really exciting opportunity as I feel more than ever before I will need to keep my critical eyes peeled at the conference. With Laura and Catherine, I hope to sum up, explain, and ask more questions relating to this burgeoning research field.
Overall I am really looking forward to hearing the findings of other researchers in the area of Openness and Learning. I will be interested to hear if their findings resonate,  challenge or extend upon my findings from my EdD study on Twitter for professional learning

Also and importantly I am really eager to meet many of the people involved in OER research in person. In researching and writing my thesis I drew on their work, I wrote their research into my thesis. #OER17 is a chance to meet many of the researchers and thinkers in this area. Perhaps some of you are reading this: I want to thank you for extending my thinking and bringing me to new understanding of learning, education, open learning, and professional learning. While the virtual space has introduced me to many researchers and informed my thinking I  value the opportunity to meet face-to-face.

I took a hiatus from my research findings for a while (went on holiday, got the flu, teaching demands, and general life!), but it’s good to revisit them now. Recovery from the EdD marathon has taken longer than expected…and it’s still ongoing. Here is my abstract:

Twitter: an open opportunity or a perilous public?

Twitter has become embedded in various conversations relating to research, learning, and innovation in higher education. Emerging research alludes to the benefits of Twitter for developing networks and dissemination of research and other scholarly activities, but few studies report on the real experiences and complexities of participating in open online spaces.

This study draws on the responses of seven higher education professionals working in various teaching and teaching support roles in higher education. Individual case studies illustrated participants’ use of Twitter for professional learning. Cross-case analysis was used to highlight similarities and differences among cases. Application of the Visitor and Resident typology (White & Le Cornu, 2011) to the cases highlighted a spectrum of participation on Twitter (O’Keeffe, 2016).

Findings demonstrated that activities of participants on Twitter were beneficial for professional knowledge and practices. However despite advocating social learning, some participants did not use Twitter for social networking. A number of inhibiting factors regarding their use of Twitter were revealed. Participants, considered Visitors (White & Le Cornu, 2011) chose not to engage or pursue conversations on Twitter, thus preventing networking with other professional tweeters. On the other hand, Resident participants, engaged in social conversations, voiced opinions on academic matters and used Twitter to provoke and prompt responses about various academic topics.

This study uncovered diverse modes of participation on Twitter while uncovering reasons for these modes of participation, thus presenting new contributions to the emerging literature base in this area. Although all participants of this study advocated the use of Twitter for professional learning, the data showed that participants did not use Twitter the same way. Different approaches were taken, with some participants choosing a passive approach, following other tweeters and reading information, while other participants engaged more readily in social networking activities on Twitter. Consequently this study calls into question the widely accepted notion that Twitter inherently enables social learning and thus enables professional learning (Hart, 2015).

Wenger (1998) proposes that learning occurs in relationships between people and that mutually negotiated activities contribute to identity construction. However, in this study, Visitor participants peripherally participated on Twitter choosing not to establish presence and network with other professionals, thus participants excluded themselves from Twitter activities and discussions “creating an identity of non-participation that progressively marginalised them” (Wenger, 1998, p. 203). This presentation will highlight the political, affective and social barriers that prevented social presence and participation in open online spaces such as Twitter thus raising questions about the inclusive and truly social nature of public online spaces.

Hart, J. (2015). Twitter for Learning: The Past, Present and Future. Retrieved from Learning in the Social Workplace: http://www.c4lpt.co.uk/blog/2015/03/31/twitter-for-learning-the- past- present-and-future/

O’ Keeffe, M. (2016) Exploring higher education professionals’ use of Twitter for learning. Irish Journal of Technology Enhanced Learning. 2(1). http://journal.ilta.ie/index.php/telji/article/view/11/20

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.

White, D., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9). http://firstmonday.org/article/view/3171/3049



About Muireann O'Keeffe

I am an educational developer currently working at DCU. I have a passion for researching and evaluating technology that can support and enhance learning. In the past I have taught on Masters programmes (Msc Applied elearning & Postgraduate Diploma in Third level Learning and Teaching) as well as Leadership development programmes.
This entry was posted in conference, digital, EdD, identity, learning, life, participation, professional learning, social media, twitter and tagged , , , , , , . Bookmark the permalink.

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