Live Tweet topics for 27 August 2012

Live Tweet topics for 27 August 2012 that starts at 1430 (2:30 PM) Perth time.

On 28 March 2012, I conducted a full lecture online using Twitter. It forms part of an assessment item for my first year unit Sport Marketing (unit code #SPM2122) in the Bachelor of Sport, Recreation, and Leisure. #SPM2122 is doing it again in semester two.

The topics will all be listed below with relevant links, but the questions will remain undisclosed until the live chat.


Topic 1:

The 2012 London Summer Olympic Games were touted to be the “social games.” However, the IOC enforced Rule 40 (see:, which prevented athletes, teams, coaches, and others from using social media to discuss non-Olympic sponsors and/or advertisers. See here for another perspective on social media and the Olympics


Topic 2:

On 14 August 2012, the AFL announced that Gilette became the league’s official sponsor of the trade week. Gilette currently sponsors the Grand Final sprint and has a history of sponsorship of the AFL (See:

Further, Carlton Draught currently sponsors the substitute player, who is called the Carlton Draught Sub (See: and


Topic 3:

At the beginning of August, A-League club Sydney FC announced its new major sponsor: Webjet (See: and and


Topic 4:

Nike has undergone considerable change in the way it markets itself and how it spends marketing dollars. Nike Digital Sport was lauched at the Nike headquarters in 2010, where devices and technologies are created that allow users to track their sporting prowess. Further, Nike Digital also aims to collect as much personal data on Nike users as it can (See:

In August 2012, adidas announced the creation of a social media shoe (See: and, which the company plans to mass produce in 2016.


Topic 5:

Nike has recently started to sponsor UFC fighters: Anderson Silva is sponsored by Nike Brasil (other fighters have national Nike sponsorships) and USA fighter Jon Jones has a global Nike deal, which is the first for Nike and UFC sponsorship. (See: and and




Exploring the use of Twitter in university classroom settings: The case of #SPM2122

This is a copy of the submitted abstract to the annual SMAANZ conference co-authored with Alicia Stanway from Edith Cowan University in Perth, Western Australia.

NB: The proposed presentation was accepted without changes on 13 August 2012

Abstract proposal: SMAANZ academic programme, 29-30 November 2012

Name: Olan Kees Martin Scott & Alicia Stanway

Institution: Edith Cowan University, Perth, Western Australia

Since 2008, Twitter has become increasingly popular for many industries to use to communicate promotional offers, company news, and as a public relations tool (Hambrick, 2010; Lowe & Laffey, 2011). Twitter is a micro blogging service where users can send messages, known as Tweets, of 140 characters or less. Twitter enables users to follow other users or companies, which makes content from the author automatically visible to one’s followers.

Several studies have found that the use of social media in a university setting can enable the instructor to develop a community of co-creators of unit (course) content (Retelny, Birnholtz, & Hancock, 2012), enable instructors to bring real-world examples into the unit (Lowe & Laffey, 2011), and foster enhanced engagement with a university unit materials (Junco, Heibergert, & Loken, 2010). This study sought to uncover how university lecturers can effectively utilise Twitter in a classroom setting and whether the use of Twitter leads to positive learning outcomes and enhanced engagement with unit materials.

To test whether the use of Twitter led to enhanced engagement with unit materials and positive learning outcomes, students anonymously completed a questionnaire that included items on whether respondents felt Twitter was an effective university assessment item, how often students had used the Twitter service during the semester, and whether students felt their engagement was enhanced through the use of Twitter. Participants were a purposeful sample of students enrolled in a third year sport marketing unit. The group consisted of primarily full-time (90.7%), domestic students (79.1%). The majority of participants had an existing social media account that they used at least once a month.

The relationship between Twitter as an effective learning resource and unit engagement was investigated using Pearson product-moment correlation coefficient. There was a strong positive correlation between the two variables (r = .70, p < .01), with high levels of unit engagement associated with higher levels of perception that Tweeting is an effective learning resource.

The current research suggests that Twitter can be used as an effective university assessment item. Further, relevant findings and their implications for university units will be presented at the conference in Sydney as well as suggestions on how to effectively use social media in a classroom setting to develop co-creators of content, use real-world examples, and foster increased engagement with unit materials.