To be able to understand feedback entirely, it is essential to experience being the one who issues out feedback as well. Thus, bringing us here to analyse my second attempt at commenting on my peer’s blogs. The first time around, I realised, it was pointless to attach links to what we assumed to be relevant resources to the writer. From my experience, I found this more wasteful than helpful. So, I opted not to revolve my comments heavily around finding more information, but rather, attempted to critic the way the pitch was presented as well as the ideas presented within and what I thought might add to the utility of the digital artefacts. This approach I found was more rewarding, as I took added time to focus on things that may help them overall like ideas, rather than links.
Walking into the second half of the semester, armed with a laptop and many tabs of knowledge, I was ready to implement the guidance given from feedback and my own amendments to show confidence and continual improvement in my live tweeting abilities. Below is a critical self-reflection of those tweets and the analysis and reasoning behind the rise of some and fall of others.
Advice given to me from the last collation of tweets was to research, pre-write tweets and then schedule them prior to class. I decided to give this a go and schedule some tweets, but they didn’t all work out in my favour. Half of the scheduled tweets I ended up deleting as in the moment, it had either already been tweeted a couple of times or they didn’t relate suitably to any point in the movie…
I definitely have a love-hate relationship with live-tweeting. The sci-fi/futuristic genre I really love watching and seeing what others thoughts are as the movie plays, but it’s still hard for me to concentrate on what’s going on in the screening, researching the film, tweeting and engaging with others. Second part of the semester went something like this..
Week 8- I, Robot This week was probably one of the worst for me- in terms of tweeting and engaging with others! The screening was easily in the top of the movies we’ve screened, and I think I got too distracted watching I was forgetting to go on twitter.
I would post some remarks about specific scenes and jumped back on when I had a question/when I was confused-
Looking back, I knew I needed to start linking sources and contributing to discussions throughout the next coming weeks…
I, Robot was a film that I struggled to engage with completely. I had seen it before and hated it, which clouded my ability to provide meaningful and insightful tweets about the content. I did not ‘like’ a single tweet from the viewing and only replied to my peers a few times. This was detrimental to my viewing experience because I was not able to adequately interact with my peers on a critical level but instead poked fun at the entire film.
The only ‘serious’ tweet from Week Eight’s viewing.
Week Nine – Robot and Frank (2012)
Dir. Jake Schreier
My engagement with others in the subject improved this week, however only by a small amount. I didn’t reply, like and retweet nearly as much as I had hoped prior to the viewing. The lack of engagement can be attributed to…
My strategy for live tweeting consists of an introduction of the content, a brief description of the story line, and links to articles that are relevant to the topic, including academic articles. I also include lecture content, quotes and many pictures and gifs. Interacting with my classmates is my main priority. I do this by posing questions in my tweets, adding polls, and replying to their tweets. The most interaction I do is favorite my classmates tweets.
I prepare a study guide before each session so that I could focus on replying to my classmates tweets. The pre-scripted tweets are very helpful.
I think my live tweeting has improved since the first half of the semester. Before I did not add many academic articles or much lecture content. Although the academic articles are not as big of hit as I thought they were going to be. I would hope that…
In my last post about my first live tweeting experience in BCM325, I mainly stated how each week, it was difficult for me to join in on discussions provided by my peers in the subject. Even though my original tweets were getting more attention with the use of GIFs and memes, I decided to buckle down and start discussing the importance of these films and why in fact we were watching them.
Week 8- I, Robot
This week, I commented on a tweet to start a conversation however, it didn’t seem to go anywhere, and it was only after the class I realised it was not much effort on my behalf or my tweets just stated my thoughts instead of asking direct questions.
And yet, I am still gaining more likes and retweets through my GIFs rather than my written thoughts.
Learning from our previous live-tweeting sessions in class, I’ve come to realise the value of participating in real-time discussions on prevalent topics explored throughout each film. From these experiences and feedback from the initial reflection about live-tweeting I have made more of a conscious attempt in contributing links to further research on the topics being addressed by peers in the class.
In these rounds of live-tweeting I posed a number of insightful questions for readers to easily engage with, stimulating and provoking thought in ways which they might not have been able to deliver. The screenshots below provide an example of creating open-ended questions:
In this sense, I believe I possess the capability to engage with my audience providing a safe-space to address their own personal opinions on the topics of mental disease and family-related concerns in relation to the future of technology and its substituting role as a caretaker…