Proceedings of the Fourth Annual Teachers College Educational ...

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References Ambient Insight. (2011, January). The US Market for Self-paced eLearning Products and Services: 2010- 2015 Forecast and Analysis Market Analysis. Monroe, WA: Adkins, S. Attewell, J & Savill-Smith, C. (2004). Learning with mobile devices. Research and Development. London: Learning & Skills Development Agency. Immordino-Yang, M. H. & Faeth, M. (2010). The role of emotion and skilled intuition in learning. In D. Sousa (Ed.) Mind, brain, and education: Neuroscience implications for the classroom. Bloomington: Solution Tree/Leading Edge. Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle: Pear. Rivera, R. & Paradise, A. (2006). State of the industry leading enterprises: ASTD’s annual review of trends in workplace learning and performance. Alexandria, VA: American Society for Training and Development. The Praeger Handbook of Learning and the Brain (Sheryl Feinstein, ed., 2006). Wesport: Praeger. Vavoula, G. N. (2005). D4.4: A Study of Mobile Learning Practices: Internal report of MOBIlearn project. Willis, J. (2010). The current impact of neuroscience on teaching and learning. In D. Sousa (Ed.) Mind, brain, and education: Neuroscience implications for the classroom. Bloomington: Solution Tree/Leading Edge. Zull, J.E. (2011). From brain to mind: Using neuroscience to guide change in education. Sterling, VA: Stylus. 61
#phdchat: a community of practice on twitter sava saheli singh, NYU, 82 Washington Square East, 6th Floor, New York, NY 10003, Email: sava@nyu.edu Abstract: Twitter is often considered a place for frivolous conversations and people talking about what they’re eating. Not a lot of people see it as the setting for building robust and engaging Communities of Practice (CoP). #phdchat is one such community of PhD students who find solace in each others’ company and support – something they don’t always get in their physical settings. Gathering around the hashtag, this community “meets” online on Twitter every week for discussions about the practicalities of being an academic, challenges with emotional and mental well-being, and also to share useful resources. This presentation provides a comparison and contrast of #phdchat as a CoP, with a discussion on a methodology for examining such a community. “On the web” has increasingly become where people go to hang out, learn, consume, and connect. Digital and social media tools have changed the way we interact with the world, allowing communities to find each other through shared interests and a need to connect. Online communities have existed since the internet has and have taken many forms – from usenet groups, forums, email newsgroups, and IRC to today’s social network sites like Facebook, Tumblr, and Twitter. These are examples of what Howard Rheingold (1993) calls “virtual communities”, which exist beyond location and time. Communities that gather around a shared interest or practice, form Communities of Practice (CoPs) (Lave & Wenger, 1991). The web provides new ways for these communities to come together through online mediated environments, beyond geographical and physical constraints. Even though Twitter is sometimes dismissed as a tool that encourages frivolous conversations rather than meaningful interaction, there are robust communities who use it on a daily basis to connect, collaborate, and commiserate. Twitter is used for everything from a marketing tool and a news outlet to an educational tool used in classrooms and to connect educational communities beyond the classroom. In many advanced degree programs, students live in a vacuum. They have their smaller communities consisting of advisors and cohort members, but there is often a lack of extended input from their larger professional community. PhD students have a unique academic journey and often find themselves isolated from friends and family, with little in the way of support and encouragement. This isolation can also give rise to more serious issues like lack of motivation, self-doubt, impostor syndrome, and depression. Surprisingly, despite constraints, Twitter affords a way for PhD students to find a community that understands and relates to their experiences. Communities on twitter often identify themselves or gather around “hashtags” – a user-created way in which to tag or contextualize tweets in order to follow, archive, or provide commentary. This paper focuses on a particular CoP: PhD students, who gather around the hashtag #phdchat. The #phdchat community conducts a weekly “online meeting” on Twitter around the hashtag #phdchat during which they discuss a pre-decided topic that the community voted on. They share experiences, tips, advice – the kind of knowledge-sharing rarely possible within the small cohorts of PhD programs. And the community extends beyond just this time frame – using the #phdchat hashtag allows members to notice and respond because the hashtag identifies you as part of that community. 62
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Harnessing the Power of Emotionally
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Investigating Potential Factors to
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