The teacher logged into Twitter with trepidation. It was the first time in four years that she had taught a live course and she had remembered a bit belatedly that teaching in live-time means coming to class prepared. Even if class was taking place on Twitter, it seemed that she should have a class plan, a timeline, a schedule, and set of learning activities in place.
This, too, was a brave new venture. The assignment was optional. Would students read it as optional? Would anyone show up?
Tentatively, the teacher began with the hashtag. Hello, #HG_ESC_DSJan14: Is anyone there?
One student responded in the affirmative. Then another, and then a third.
Within ten minutes, six or seven students had responded. Class was in session, live on Twitter.
The experiment worked.
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