1 / 83

StudentAffairs Virtual Case Study February 19, 2006

StudentAffairs.com Virtual Case Study February 19, 2006. Image ©2006, www.Facebook.com. Building Online Communities: A Case Study of Facebook.com. Karen Eilers Scott Graves David Merry The University of Iowa. Presentation Overview: Slide Colors.

Download Presentation

StudentAffairs Virtual Case Study February 19, 2006

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.


Presentation Transcript

  1. StudentAffairs.com Virtual Case Study February 19, 2006 Image ©2006, www.Facebook.com

  2. Building Online Communities: A Case Study of Facebook.com

  3. Karen Eilers Scott Graves David MerryThe University of Iowa

  4. Presentation Overview: Slide Colors • Discussion of Student Affairs and Online Communities • Discussion designated by blue slide accents that appear throughout the presentation • Proposed Orientation Session • Session mock-up designated by red slide accents • Proposed Online Tutorial • Tutorial mock-up designated by grey slide accents

  5. Presentation Overview: Content • Discussion: Introduction to Facebook.com • Discussion: Why it is Necessary to Inform our Students • Proposed Orientation Program Session • Proposed Online Tutorial • Discussion: Reasoning Behind the Content • Project Learning Points • References

  6. Discussion: Introduction to Facebook.com • A quick overview • Why students build Facebook.com profiles • Issues students need to be aware of when using Facebook.com

  7. Discussion: Introduction to Facebook.com • Facebook.com is “an online directory that connects people through social networks at schools” (www.facebook.com, 2006). • The online community includes high school and college students. • Students can look people up within their school, read student profiles, connect to students’ friends, and search for people in groups and classes. • Hereafter, Facebook.com will be referred to as “Facebook,” which is how students refer to the site.

  8. Discussion: Introduction to Facebook • Students use Facebook for many reasons: • To meet people • Popularity • Fun • Peers (everybody’s doing it!) • Getting people together • Contact others • Class connections • Self-expression • Community

  9. Discussion: Introduction to Facebook • Students should be aware of several issues when utilizing Facebook: • Privacy • Safety • Image (Appropriateness) • You will learn more about Facebook and why students use it, and issues of use in the upcoming orientation session and online tutorial.

  10. Discussion: Why it is Necessary to Inform our Students • The Facebook orientation session and online tutorial are necessary to set the stage for all students who are a part of building online communities, and to promote student safety and ethical decision making. • Astin (1993) explains in his I-E-O model that the “I”, or student Input to college, is different for every student. No students will have the exact same experiences before entering college, so every student will have unique perceptions on how to interact with others, what is right and wrong, and how to make decisions. The orientation session and tutorial provides the same expectations to all students.

  11. Discussion: Why it is Necessary to Inform our Students • “Good student affairs practice cultivates supportive environments by encouraging connections among students, faculty, and student affairs practitioners” (ACPA and NASPA, 1997, pg. 5). • This is a foundational statement of a principle of good practice in student affairs, to build supportive and inclusive communities. Communicating information about Facebook is an important step in building a strong community. This idea sets the stage for building characteristics of strong communities, such as involvement, a climate of pride and comfort, respect, open discussion, and socially responsible behavior (Cross Brazzell and Reisser, 1999).

  12. Discussion: Why it is Necessary to Inform our Students • Safety on college campus was impacted by a landmark federal law, what is now known as the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, or the Clery Act. Although this Act is not originally related to security issues with technology, it is relevant today with respect to the availability of personal information in online communities such as Facebook. Because information is so readily available, crimes may originate based on careless postings by students and friends. The orientation session and online tutorial address safe measures to take when part of an online community.

  13. Discussion: Why it is Necessary to Inform our Students • The orientation session and online tutorial will address student values and ethical decision making. College is a time when students should be given the opportunity to develop integrity and make moral choices. It is part of student affairs good practice to help demonstrate and shape the values that define a learning community (Dalton, 1999). • Theories that inform college student development are further discussed prior to the orientation session presentation and online tutorial presentation.

  14. Proposed Orientation Session • Orientation Session Goals • Theory and Research • Materials and Preparation

  15. Orientation Session: Goals • To introduce students to Facebook • To help students become more aware of the safety and personal image issues raised by Facebook • To make students aware of steps they can take and tools they can use to be more responsible Facebook users

  16. Orientation Session: Grounded in Theory and Practice • Students are most influenced by their peers (Astin, 1993). • The session will be led by student Orientation Leaders. • The articles distributed are based on students’ experiences and reflections surrounding Facebook. • Effective experiential learning utilizes concrete experiences, abstract conceptualization, reflective observation and active experimentation (Kolb, Boyatzi, & Mainemelis, 2001). • Incoming students will actively discuss the issue during the icebreaker, will be asked to participate during the presentation, and will reflect and discuss the information in a debriefing session. • The tutorial which they will complete at a later date will serve as an opportunity to reflect and actively experiment. • Not all incoming college students are technologically savvy (Wilson, 2004). • The session will not assume a particular level of competence with the internet or with Facebook, and will be accessible for students in a wide range of technological ability.

  17. Orientation Session: Materials and Preparation • Computer • Connected to an LCD Projector • Projection Screen • With internet access • A dummy Facebook account for presentation purposes • Create an account for a fake student named “Draco,” who represents Diversity College’s dragon mascot. It must include an unflattering photo (of Draco drinking, wearing provocative clothing, etc.), a photo album with similar pictures, friend requests, messages, groups, comments on the “wall,” and at least 4 “friends.” • Handouts for Students • Three 1-2 page articles about students having positive and negative experiences with Facebook. • Schweitzer, S. (2005). When students open up -- a little too much: Colleges cite rists of frank online talk.  Boston Globe, Septeber 26, 2005. • Hutton, P. (2006). Student site Facebook raises some eyebrows. Wichita Eagle, January 30, 2006. • Move over Facebook -- Here comes Wirehog. (2005). National On-Campus Report, 33(1).

  18. Orientation Session Preparing Incoming Students to Be Responsible Facebook Users

  19. Outline • 5 min Presenter Introductions and Icebreaker • 10 min What Is Facebook? • 10 min Why Do Students Use Facebook? • 10 min Why Should I Be a Responsible Facebook user? • 10 min Q+A • 20 min After the session, students debrief and reflect on the presentation in their small orientation groups Orentation Session

  20. Presenter Introductions and Icebreaker – 5 min • The two Orientation Leader (OL) presenters introduce themselves. • OLs begin the icebreaker activity: • Ask students to get into groups of three • Ask this question, which will then be displayed on the projector: “Imagine that there’s a website where your parents, grandparents, professors, potential employers, and friends can see what you’ve been doing at college. What would you want to have on that website? Discuss with your small group.” Orentation Session

  21. What Is Facebook? – 10 min • OL #1 – Tells the incoming students that there is indeed a website like what they have just discussed in the icebreaker, called “Facebook.” • OL #2 – Opens up “Draco’s” Facebook profile which was created for the presentation: • Asks students “What are the first things you notice about this profile?” • Utilizes this page to explain in more detail what Facebook is, and how an account is set up. • Demonstrates the following on “Draco’s” account: • Photos (the main photo, and photo albums) • Profile (including address, phone number, and quotes) • Groups (shows what groups “Draco” is a part of) Orentation Session

  22. Why do Students Use Facebook? – 10 min • OL #1 comes back to the computer: • Show examples on Draco’s profile of how students use Facebook to: • Connect with friends (OL indicates the people who are linked to “Draco” as a friend) • Share photos (shows pictures that have been added to “Draco’s” profile by other users) • Advertise events (shows parties and gatherings that “Draco” has been invited to) • Send messages (shows messages that have been sent to “Draco”) Orentation Session

  23. Why Should I Be a Responsible Facebook User? – 10 min • OL #2 comes back to the computer to discuss: • Safety – what info are you making accessible? Are you being respectful of the others’ safety? • Don’t put your address or phone number in your profile • Respect other’s privacy on Facebook, and be aware of how your messages and postings may be percieved • Image – what is the impression that you’re giving your employers, professors, family, friends when they see your profile? • Remember, almost anyone can see your profile, so be careful about what you and your friends post. • The Privacy Options on Facebook – ways to ensure that your information is kept within your network of friends. • On Draco’s account, show students how a Facebook profile can be made more secure and private • The OL will mention that this is not just a Facebook problem; be careful on ALL online communities. Orentation Session

  24. Q+A – 10 min • The two members of the Residence Life staff, the Assistant Director of IT, and the Campus Police Officer are introduced by the orientation leaders. The floor is opened for the incoming students to ask questions. Orentation Session

  25. Debriefing with Small Group • After the session is over, the incoming students return to their small orientation groups to discuss the material, and what action steps they will take to make sure that they are responsible Facebook users. Orentation Session

  26. Proposed Online Tutorial • Tutorial Goals • Theory and Practice • Materials and Preparation

  27. Online Tutorial: Goals • To introduce the main features of Facebook.com • To encourage students to think through possible consequences, both negative and positive, that may result from using Facebook • To educate the students about how Diversity College will handle any problem situations and apprise them of their rights • To test their knowledge of the material presented

  28. Online Tutorial: Grounded in Theory and Practice • Takes the students through a process which encourages the kind of role-taking endorsed by Kohlberg (1976) in encouraging student moral development. • Designed to be relevant and memorable to encourage student learning, which is always the primary goal (ACPA, 1994). • Some test questions collect valuable information useful in assessing the tutorial and in understanding how students will use Facebook. Student affairs professionals are encouraged to know how students use time and the resources of the institution (ACPA, 1994).

  29. Online Tutorial: Grounded in Theory and Practice • Requiring students to think through the situations presented encourages critical thinking, understanding of others, and civic responsibility, all outcomes that Astin and Antonio (2000) identify as central to developing character in college. • Makes use of the active learning process (Kolb, 1984) by teaching the students through vicarious “experiences” and then requiring them to reflect through the test questions.

  30. Online Tutorial: Materials and Preparation • All current students, including new students who attended the Facebook orientation session, will be required to complete the online tutorial and pass the tutorial test. • Students will need their campus ID and password to login to the campus network. • Students should access their own computer or a campus computer. • Students do not need to study prior to the tutorial and test.

  31. Diversity College Facebook Tutorial Choose Your Own Adventure

  32. How the Tutorial Works • Each Diversity College (DC) student will sit at their own computer or a campus computer and walk through the program at their own pace. Each student will have two programs running: the tutorial program and the sample Facebook site for “Draco” the mascot which was created for the orientation presentation. This will provide the chance to explore Facebook along with the tutorial. • As the tutorial progresses, the students will read and respond to several situations which present some of the pitfalls and promises of Facebook. They are designed to be lighthearted, memorable, and practical so that students will identify with the character and recall the answers for the test at the end. • Students will be automatically be granted preliminary access to the campus network upon scoring a passing “B” grade in the non-written portion. • Students who do not pass the written portion of the tutorial test, which is submitted to a reader, will be asked to repeat the tutorial and written portion of the test. Tutorial

  33. DC Students, Meet Facebook • www.Facebook.com - An online community site for college students. • Facebook works like this: • Each member builds their own profile, like a home page • Members find each other and become friends • Members at the same college can be in groups and set up events • Members can post pictures and share them • Members can message each other in a number of ways Tutorial Image ©2006, www.Facebook.com

  34. The 6 Main Features of Facebook • My Profile • My Friends • My Photos • My Groups • My Events • My Messages Let’s look at each one briefly. Refer to Draco’s Facebook site to see how the functions work. Tutorial Image ©2006, www.Facebook.com

  35. My Profile – Facebook Feature #1 • This is your home page! Fill it up with you and your stuff. This is what people will see when they find you. • You provide your picture & contact information and decide who can see it. • Fill in the page by answering questions about you and your favorite things, plus add one image of yourself. • People can write to you in a section of your profile page called The Wall. It’s like a bulletin board for notes from your friends. Tutorial

  36. My Friends – Facebook Feature #2 • Search for people you know by using the Search function in the top bar. When you find them, click on Add to Friends. If they agree, you’ll appear on each other’s Friends List and you can view each other’s profiles. • Anyone from here at Diversity or from other colleges can find you and ask to be your friend. Find your secret crush from 3rd grade or your friend that moved away! If they’re in college, they might be on Facebook. • All your friends will be displayed in a list on your My Friends page, and the most updated will appear on your profile page, too. Tutorial

  37. My Photos – Facebook Feature #3 • You can post as many pictures as you want by adding pictures to albums on the My Photos page. Then add a title, and you’re set! • You can tag your friends in individual photos by selecting the area of the photo that they’re in and typing in their name. If the person is already your Facebook friend, a link will appear, and Facebook will let them know that you have posted pictures of them. Facebook will also tell you when others have posted pictures of you! They will appear under More Pictures of Me. • Keep in mind that anyone can see pictures of you! Tutorial

  38. My Groups – Facebook Feature #4 • Groups are a convenient way to get people together for any reason. • You can search for clubs to join on the My Groups page. Find a group that you can support or start your own! • All groups are internal to your school. You can use them for actual DC clubs and organizations, or for agreeing with a statement like “DC Dragons rule!” • All the groups you join will be displayed on your profile page. Tutorial

  39. My Events – Facebook Feature #5 • When you are added as a Diversity College student, you’ll be notified of any events that fellow students want to advertise to you. You can see all the details: who, what, when, where, and who’s coming. • You can use it to tell your friends, your classmates, or your group members about something that’s going on. Schedule a meeting, a party, anything! • Add any existing event to your list by clicking Add to my Events. • When an event is due, it will appear on your notifications when you log in. Tutorial

  40. My Messages – Facebook Feature #6 • The last major feature of Facebook, My Messages acts like a cross between email and instant messaging. It’s private messaging that anyone on Facebook can send and receive. • Messages will be sent and received immediately! • All past and present messages will appear on your My Messages page. You can open them, read them, and reply to them whenever you want. • Facebook will notify you of new messages when you log in. • You can also message anyone by writing on their Wall on their profile page, but remember, it won’t be private. Tutorial

  41. Pause & Review • Stop for a minute. What are the six main features of Facebook you just learned? Keep them in mind as you proceed, and be ready to answer questions about them. Take a few minutes to look through Draco’s profile and familiarize yourself with the way things work. • In the next section, you will be presented with situations that could come up when using Facebook. Read through each one and use your judgment to decide what our character will do. Watch and learn from our friend’s example! Tutorial

  42. DC Students, Meet Gus • Gus is a brand new first-year student here at DC. • His friend told him about Facebook, so he decided to join. • We’ll follow Gus as he tries Facebook out. Tutorial

  43. Choose Your Own Adventure You make the decisions about how Gus uses Facebook! As you go, you’ll see that things are not as simple as you might think. Read the situation presented and make your decision, then see what happens. Some things to watch for: • Privacy issues • Safety concerns • Appropriateness Pay attention! There will be a test. No kidding! In order to pass this tutorial and gain access to DC’s computer system this year, you will need to earn at least a B, or 80%, on the test at the end of this tutorial. Good luck! Tutorial

  44. Tells him, “Yeah, no problem. I’ll just write it down and leave it for you. Why not?” Says, “Latrell, you should join Facebook too! I’ll show you how right after class.” Situation #1 Gus has just been on Facebook, and now he’s leaving for his Spanish class. His roommate Latrell asks him if he could have his password so he could look around on Facebook. What does Gus do? Tutorial

  45. Latrell gets on Gus’ Facebook and posts pictures of Gus and these two girls they had met at a party last week. Gus’ girlfriend Mandy gets mad and dumps Gus. Latrell sets up his own Facebook account with Gus’ help and posts pictures with his mom from high school graduation. Awww! Results of Your Decision: Situation #1 Tutorial

  46. “That econ class sucked! Can’t understand a word that Chinaman says.” “Do you have notes from class today? Man, I was having trouble getting it.” Situation #2 Gus leaves his economics class frustrated because he’s having trouble understanding his TA, Chen, who is Chinese. On his way to lunch he stops at the computer lab and gets on Facebook. He writes on his classmate Seth’s Wall about the class. What does he write? Tutorial

  47. Chen, who’s a grad student at DC, gets on Facebook later to send Seth an answer to a question he asked after class. He sees Gus’ comment on Seth’s Wall and is insulted. Gus fails the class. Seth writes back, “Yeah, it was tough. I asked Chen a couple questions after class about the homework. When he responds I’ll tell you what he says.” Chen sees Gus’ comment on Seth’s Wall and knows that Gus might need some help in class. Results of Your Decision: Situation #2 Tutorial

  48. Situation #3 Gus gets into partying on the weekends with his buddies. One of them posts and tags a picture of Gus looking totally wasted. That picture shows up on Gus’ profile under More Pictures of Me. What does Gus do? • Removes the tag and gets rid of the photo. No one needs to see that. • Laughs at the photo and leaves it because he looks hilarious and so do his friends. Tutorial

  49. Results of Your Decision: Situation #3 • Gus’ brother Mike, who’s on high school Facebook at home, leaves his brother’s profile up on the computer. Gus’ mom sees him and his shiny happy friends. She sends him cookies. • Gus’ mom sees the picture of her son looking awful and calls him. No cookies, just trouble and lots of it. Tutorial

  50. Situation #4 Ever since Gus’ girlfriend broke up with him, he’s been looking for someone new. He meets a girl named Felicia and they start flirting and writing on each other’s Walls all the time. He & Felicia have a date one night, but it doesn’t go well, and she tells him to forget it. When he gets home, he tells his friends about it, and they all tell him to prank her to get even. He goes to write on her Wall. What does he say? • “Yeah, thought you were hot til tonight. Guess you should go back to Loserville where you came from.” • “Better not go outside tonight cuz me and the guys are gonna hit you so hard you won’t wake up til Tuesday.” Tutorial

More Related