This session comprises of two complementary papers to inform discussion on whether Facebook can and should be used to support teaching and learning. We focus particularly on the way Facebook groups could be used for sustaining learning beyond the classroom and discuss the role of the tutor within such online spaces. The themes presented may apply to other forms of communication and interaction where students are asked to use third-party online tools for learning that are not controlled by the institution. Presented at the University of York Learning and Teaching Conference 2012. Annotated slides available at http://www.mattcornock.co.uk/university-of-york

1. Engaging students in online
social spaces
Experiences using Facebook for teaching and learning
Learning and Teaching Conference, University of York, 16 May 2012
Aniela Wenham and Matt Cornock
Department of Social Policy and Social Work

2. CHALLENGES AND CONSTRAINTS
© 2012 University of York

3. Learning model: share and discuss
Students
providing links to
resources with
explanation
Comments from
students on the
resources
Tutor to guide
and provoke
discussion
Collective
discussion
and meaningmaking
© 2012 University of York

4. Risks of Social Networking Sites (SNS)
Privacy and online profile
Group dynamic and
educational impact
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Persistence
Searchability
Replicability
Invisible audiences
Boyd (2007)
© 2012 University of York
Divided opinion
Identity and exclusion
Monitoring vs moderation
Participation vs lurking
Selwyn (2009); Peachey (2009)

5. Social vs academic spaces
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Construction of an ‘online’ identity
Importance of the ‘friend’ and network
Informal vs formal learning spaces
Blurring of work/social space
Thorpe (2008); Madge, et al (2009)
© 2012 University of York

6. Shifting boundaries
Personal
Professional
© 2012 University of York

7. Sliding scale of acceptability
SNS ‘friends’
Posting personal status
updates
Posting links to
educational stuff
Posting/ commenting
on a profile
Posting photos of
social activities
Posting photos of
professional activities
Too
personal
Human
credibility
Authority
figure
Contact via
institutional email
Contact via messaging
Impersonal contact
(notifications)
Based on Selwyn (2009); Johnson (2011)
© 2012 University of York

8. Use of Facebook
Our survey of Year 1
students, Week 1, Autumn Term
RR 58% (42/73)
Only 33% think that FB could be
used as an online communication/
collaboration for teaching and
learning activities
Explained learning technologies
role in degree courses as
introduction
45% said ‘no’
The rest ‘don’t know’
1 in 3 students wanted training on
‘managing online identity’
93% students use Facebook
Could this imply more confidence
with privacy would lead to more
accepted use of FB for T&L?
Comparable figures in Madge (2009); Selwyn (2009); Smith and Caruso (2010)
© 2012 University of York

9. Approach
• Closed – requires admin approval
• ‘Fake’ account for tutor
– Technically against Facebook T&C
• Privacy guidance for students
– YouTube video and PDF guide
• Provision of an alternative activity
© 2012 University of York

10. USING FACEBOOK
© 2012 University of York

11. Rationale
• Cross-institution discussion space
– Not possible behind VLE log in
– Space continues after module
• Utilises a tool already in high use by students
• Not confined to the classroom/timetable
© 2012 University of York

12. Modules
• Children, Young People and Social Policy
2nd Year Module Option
– Support for Young People in Times of Austerity
• Gender and Youth Cultures
3rd Year Module Option
– Group exploration of masculinity and femininity, identities
and youth
© 2012 University of York

13. Lessons learnt
Tutor attitude
• Tutor requires relaxed
approach
• Awareness of an
uncontrolled space
• Maintain boundaries
Group facilitation
• Groups have self-defined
parameters/self-moderating
• Requires ice-breaker activity
(clique-breaker)
• Individual sense of what is
acceptable
© 2012 University of York

14. Supporting material
© 2012 University of York

15. End of module survey
How did you use the
Facebook Group?
Preference for online group
discussion space
8
6
4
2
0
8
6
4
2
I posted
RR 41% [11/27]
I
I didn't use
viewed, but
at all
didn't post
0
© 2012 University of York
Facebook
group
VLE blog Don't know

16. References
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Boyd, D. (2007) ‘Social Network Sites: Public, Private or What?’, The Knowledge Tree. Available online at
http://kt.flexiblelearning.net.au/tkt2007/edition-13/social-network-sites-public-private-or-what/ (accessed 8 May 2012)
Johnson, K. A. (2011) ‘The effect of Twitter posts on students' perceptions of instructor credibility’, Learning, Media and
Technology, 36(1), 21-38.
Madge, C., et al. (2009) ‘Facebook, social integration and informal learning at university: ‘It is more for socialising and talking
to friends about work than for actually doing work’’, Learning, Media and Technology, 34(2), 141-155.
Peachey, A. (2009) ‘Living In Immaterial Worlds: Who are we when we learn and teach in virtual worlds?’ in
Sheehy, K., Ferguson, R. and Clough, G. (eds) Virtual Worlds: Controversies At The Frontier Of Education. Nova Science
Publishers.
Selwyn, N. (2009) ‘Faceworking: exploring students’ education-related use of Facebook’, Learning, Media and
Technology, 34(2), 157-174.
Smith, S.D. and Caruso, J.B. (2010) ECAR Study of Undergraduate Students and Information Technology, 2010 (Research
Study 6), Boulder, CO: EDUCAUSE Center for Applied Research. Available online at
http://net.educause.edu/ir/library/pdf/ERS1006/RS/ERS1006W.pdf (accessed 8 May 2012).
Thorpe, M. (2008) ‘Technology-mediated learning contexts’ in Edwards, R., Biesta, G. And Thorpe, M. (eds) Rethinking
Contexts for Learning and Teaching. Abingdon: Routledge. 119-132.
© 2012 University of York