Tag Archives: twitter

why hockey via twitter is boring

image1947819809.jpgBecause it’s all one way. Twittering game action seems like a good idea to keep the sport in the public eye, but twitter is being used by BSU Hockey as one-way broadcast when the medium’s strength and user expectation is in dialogue.

Getting a conversation going about the game as it plays out, bringing other voices into the stream, and talking with others who are following the stream might create the buzz they’re hoping for.

They might arrange for two or three fans to post to twitter as the game goes on, either from the arena or in response to the twitter stream. Exemplify the convo. Then encourage others to join in the exchange. A pic now and then wouldn’t hurt, either.

The steady stream of beaver logos and one way comments belies how exciting the game might be. Get the medium to enact the game.

Hockey fans: Follow them. Then during the next game you can engage the commentator in conversation. See what happens.


bird *here*

I’m starting to pull things together for the E-Rhetoric course that starts in January, so a twitter from Anne that Brightkite was in open beta came at the right moment.

I’m a latercomer to the service, so much of this has been said before. At root, Brightkite is like Twitter but centered on location information: the where just as much as the what. Less bird here than bird here. When a user checks in, they make their location available to others nearby. And that allows for face to face contact and flash mobbing.

The service also has built-in photo sharing, which opens the message up to more than 160 characters. That visual channel makes a difference.

It’s integrated with Twitter, so that posting to Brightkite will also post a location and a link to the photo to the twitterstream. Need to be careful with that feature; it can create a lot of noise on Twitter. (Of course, Brightkite also has a Twitter account, so you can follow them.)

It has the usual friends network set up, and will send notifications vie email or text.

Some older mentions:

lauren’s library blog » brightkite and twitter

Brightkite: Twitter + Maps + Photos – Joe Lazarus

Matt Thommes / Customize Brightkite-to-Twitter updates

Hands on with Brightkite: real-world social networking

A Peek At Brightkite For the iPhone

and of course

Brightkite Wants to Win the Mobile Social Network Battle

One interesting marketing feature is the Brightkite Wall. It streams Brightkite activity to a browser that can be set as full screen. The persuasive element is the banner encouraging viewers to send text messages that will appear on the wall – without having to register.


But there are some prosaic uses for all this in mobile learning. Students out exploring can trace where they’ve been and where they are, which makes it possible to focus content sent to them. And the wall allows everyone in a cohort see where everyone else is. That says flash mob gorilla theater.

So far, I’m finding Brightkite more interesting to play with than Twitter. Pulling together act, place, and image is pretty compelling. I’ll run it past the E-Rhetoric students and see what they can come up with.

24/7 is not as long as you think

A variation on the elevator pitch and the 160 character tweet, this one from the 2008 Ig Nobels

The ceremony saw the ever-popular 24/7 lecture series, where leading researchers from around the world discuss the technical details and ramifications of their work in 24 seconds, then explain it in layman’s [sic] terms in 7 words.

And to keep the ceremony moving

an eight-year-old girl [is] kept up past her bedtime whose role is to ensure that acceptance speeches are capped at 60 seconds.

The kiddie doesn’t sleep ’til the ceremony is over.

from the kitchen

image1038118127.jpgA second trial of iBlogger. This time I’m standing in the kitchen, finishing the crutons for dinner.

The test: how useful is iBlogger for food blogging?

An answer: Looks like it might be pretty good.

The use I’m checking into is not food blogging, really. Food blogging is a good test for live on the spot just in time blogging. The kind of blogging that might be useful in teaching and learning. One step beyond twitter.

In keeping brevity enforced by smartphone computing, iBlogger allows only one pic per posting. A good constraint, not only for reading but for composing. This does place palmtop blogging on the timeline curve between twitter and the laptop: between what I’m doing right now and what was done recently.

Mobile Blogging from here.

teacher in your pocket

What I really like about this Apple email ad is how it quietly suggests that to learn, you need an iPhone. Buy the phone and get the content for free.

Having just bought an iPhone and committed myself for two years of at&t, I couldn’t agree more. I need a good ROI.

Forever curious.
Learn more
From lectures to documentaries to museum tours, iTunes U lets you learn anything, anytime, anyplace.
Now your favorite destination for music and movies is also a great place to entertain your brain. iTunes U in the iTunes Store offers free audio and video content from top universities, famous museums, public media stations, and other cultural institutions. So whether you want to learn from the world’s leading thinkers, get a sneak peek at the latest MoMA exhibition, or simply brush up on your Spanish, iTunes U makes it easy. To see for yourself,watch the tutorial.

This is an interesting ad for a close read. Teacher – and teaching – has been iPhoneized: captured, in the phraseology of knowledge management, to be processed later. The technology dominates, even to the extent that the professor – pictured at the business end of his own concrete tether – is now captured on screen, for access – or not – anytime, anyplace. Play, pause, rewind. The copy, too, glosses over any human construction or creation of content or ideas. Content comes predominantly from universities, museums, public media stations (BBC and NPR I guess). “Learn from the world’s leading thinkers” is the only nod.

Anytime and anyplace because the content is recorded. Perhaps the obvious use of the iPhone (or any 3G phone) for on-the-spot-just-in-time teaching and learning from a teacher/mentor is just too obvious to mention. Anytime anyplace is pretty hackneyed. Come to think of it, so is “entertain your brain.”

But really the ad promises no more than you could get from a local library: books and magazines. A good parody for reading would play on this matter. Use books for iPhones, adjust the copy just a little, or use it against itself, and link visit your local lending library. Get outside. Meet people. Have a coffee. And if you can’t find what you’re looking for, ask someone.

Or call me. I still have to justify my new phone for teaching.

the great twitter follow

Twitter _ People mcmorgan follows-1.jpg

After an hour’s discussion. students in Elements of E-Rhetoric decided that we would investigate the rhetoric of social networking by looking at Facebook, MySpace, blogging, maybe YouTube, and certainly Twitter.

So, in the spirit of David Parry (here and here and here), we all signed on to twitter and set up to follow each other.

Not sure what’s going to happen, or what we’ll find, but that makes it all the more interesting.

In the meantime, I’ll need to design the rest of the project: pulling together readings, getting some plans and scaffolding together for Facebook and MySpace.

If you’d like to see what’s going on, sign up for twitter, then follow me.

wikis in the classroom: technique

On a long roundabout tour (reading up on using twitter, originally) I bumped into a teaching technique by Jason B Jones on The Salt-Box :: Wikified class notes.

Class notes themselves are epistemologically weird. Usually, we think of notes as private, but if they’re *too* idiosyncratic, they might not be very accurate, or very useful later in the semester. What would be useful is a set of canonical class notes: This is what we agree happened on this day in class.

I’ve had good results with a similar exercise in College Writing II, having groups of students develop definitions, as well as locate and create examples of rhetorical appeals. My exercises aren’t as neatly structured as Jones’s, but I’m in class while the students are working to oversee how they are doing and provide some scaffolding.

As Jones finds, the first results are pretty cutandpaste: copy from the book and paste it in. It takes some time for students to move past the found object, processed information and more towards their own developing understanding. Over a few weeks, however, they begin to see the wiki – and the web and the book – less as a repository and more as elements in their writing space.

I’m not sure what drives this change, however: what moves students past recitation and towards consideration. What’s interesting is that we can see it happen on the wiki by paging through the revisions and refactoring.