RSA Number 3 – Twitter as a professional learning community

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RSA Number 3 – Twitter as a professional learning community

The readings in Module Five transition to Building Online Learning Communities: Effective strategies for the virtual classroom. Palloff & Pratt (2007) discuss the construction of online learning communities and the human elements involved. In order for online learning communities to function and be worthwhile, a certain emphasis must be placed on the individuals who form the community of online learners. Palloff & Pratt (2007) explain, “Although we clearly need people to create a community, what is not so obvious is how people express who they are online. Thus, social presence becomes a critical element.” Social presence, something rarely considered in face-to-face learning situations, is the idea of defining individuals as “real” in the virtual learning environment. People need an emotional connection or “physical” presence to collaborate effectively. Such a large portion of online learning involves discussion. If the individuals contributing lack a social presence, then the message is cheapened in a way because the tone and voice of authentic communication is lost.

With the idea of creating a social presence online in mind, I set out to find an Internet-based technology tool that might help promote individual voice, tone, and personality while still retaining the idea of valuable collaboration. Enter Twitter. Twitter as a Professional Learning Community by Catherine Trinkle provides suggestions on how to utilize the latest social networking tool to construct learning communities. In a nutshell, Twitter allows users to “tweet” or send messages/postings, but the written communication is limited to a specific number a characters. This limitation forces users to creatively capture thoughts and ideas in nontraditional language, resulting in the development of individual voice and style. This individual usage of language creates a unique voice for each member while still allowing for effective communication. Trinkle (2009) writes, “My professional network spans the entire US and includes a diverse group of colleagues. I communicate with techies, school librarians, and teachers from a variety of backgrounds.” “Tweeters” can also send direct messages to followers to clarify or expound on postings. This capability further develops the social presence with direct, intimate interaction. Finally, the article provides twitter and tweeting tips, a list of nine useful suggestions for those looking to join the twitter nation.

The ideas presented by Trinkle (2009) directly reinforce the claims found in this week’s required readings. Pages 3-65 in Building Online Learning Communities suggest that in order for an online learning community to exist, individuals must establish a social presence to create a group of “real” learners. Without ever coming face-to-face, it is up to the individual members to remain consciously aware of their existence and work hard to establish a presence so productive learning may occur. Twitter provides members the opportunity not only to create an authentic voice, but also to remain constantly connected (existing) through concise postings.

References
DuFour, R. (2008). Revisiting Professional Learning Communities at Work. Solution Tree.

Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom, (2nd ed.). San Franciso: Jossey-Bass.

Trinkle, C. (2009). Twitter as a Professional Learning Community. School Library Monthly, 26(4), 22-23.