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The feedback provided from the pilot students in both courses was positive towards the program.
Third, we discussed various mechanisms of change generated by the pilot students, including maturity, motivation, situations (both moment to moment and over time), help from others, change-inducing experiences that open your eyes to the effects of your behaviors, or pressure from parents.
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The pilot student cohort, and several faculty, are embedded at leading institutions around the world as part of what Crawley calls "a globally distributed campus". The first course on innovation was also piloted remotely, taking place on MIT's campus in August.
Finally, throughout the intervention, we quoted extensively from the arguments pilot students generated in support of an incremental theory.
During the pilot program, students and educators tested the app in a classroom environment on tablet computers.
In the Pilot, the students interviewed said that the pace severely affected their decision-making and their abilities to react to the events occurring.
Additionally, in the pilot study, students were also assigned to use Twitter as an information source in the context of their group assignment.
Next, in the pilot study, students indicated that Twitter fades borders between education and private life more than they initially expected (see also #fading borders below).
In the context of the pilot study, students also mentioned the absence of relatedness as a drawback: "The task was posting 3 tweets or 3 retweets and that is clearly vague.
In the pilot study, students were rather extrinsically motivated to use this microblogging tool as they agree that using Twitter within this course felt like an obligation for them (M = 4.51, SD = 1.21).
However, there were differences in experiences between the pilot study students and their hospital based counterparts.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com