.....Derek, yes....you got me thinking about this........one shoe on-one off- under the stairs somewhere....school run and car keys in fridge..............back later!
All this reminds me of Gibbson's affordances and constraints theory....going to mumble on a bit about that for a minute:
-Affordances, for me, equals opportunities
-Constraints, for me, equals less opportunities, so working/thinking in a given framework with boundaries
Both have their place in education, of course. Been a while since I read Gibbson's work (MA-days and am an old woman now!). From what I can remember he commented on the need for both factors to be present during the L&T situation for successful learning/teaching. Mmmmm, Two scenarios follow:
-Teaching a session on Astro-physics via Twitter
-Teaching a session on Astro-physics with a bunch of data sets
Of course the purpose of each session would need to be different? Because the constraints with Twitter might not lead to great discoveries such as 'gravitational waves' Yes? or No ?
I guess my point is that Twitter as a mode for L&T/knowledge sharing/development is something we all will need to get used to given the potential links with theory, in that communication, talk/chat/dialogue supports learning and teaching effectively (certainly to enable shared contexts and so on), but what can come with constrained modes for learning is a lack of depth...dependent on the topic under investigation and instead provide for breadth across the learning situation. For that latter reason, I would consider Twitter in my teaching.
Really, just some mumblings Derek, as per.