social media for active learning mooc - privacy & ethics webinar slides

#SMOOC2014

PRIVACY & ETHICS MODULE 4 Promoting Lifelong Learning Through Online Networks

Privacy & Ethics Social Media for Active Learning • Dr. Vanessa Dennen • Florida State University 1

Jiyae Bong

Vanessa Dennen

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Webinar Rules of the Road Interacting During the Webinar •  Feel free to use the chat •  Feel free to tweet using #SMOOC2014 If You Need Help •  TAs will help in the chat During the Q&A • Raise your (virtual) hand if you want to speak. We’ll call

on you and enable your audio. •  Type questions for the speakers into the chat. Start with a

Q: to indicate it’s a question for the speakers.


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About the MOOC • Co-designed by graduate students in the Instructional

Systems Program at Florida State University •  This week’s module design team is:

•  Julie Carter •  Ben Emihovich •  Christopher Jackson


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Topics Covered in Webinar • Why you should care about ethics and privacy •  Levels of privacy • What the research says •  The special case of Facebook • Our social media privacy and ethics journeys • Developing social media guidelines


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POLL – How concerned are you?

How concerned are you about privacy and ethics in education? A.  Very concerned B.  Concerned C.  Slightly concerned D.  Not at all concerned


Vote here!

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Privacy + Ethics

Privacy

• Governs decisions about: •  Your identity •  With whom you share

personal information •  Who can search for and find

information about you •  What information these

people can find

Ethics

• Governs decisions about: •  What social media tools to

use •  How to use them •  When to use them •  How much to use them


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Privacy + Ethics

Privacy

• Governs decisions about: •  Your identity •  With whom you share

personal information •  Who can search for and find

information about you •  What information these

people can find

Ethics

• Governs decisions about: •  What social media tools to

use •  How to use them •  When to use them •  How much to use them


Both are focused on ensuring online experiences are safe and comfortable for learners.

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Laws, Acts and Policies are Limited • Don’t count on others to make your ethical decisions • Policies provide general guidelines, but don’t cover every

case • What may be acceptable by law may not feel right to you

or your learners • Policies are created at a moment in time; technology and

its use is ever-changing


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The Excitement

I’ll have my students blog and tweet … We’ll use Facebook, too … I’ll reach the digital natives …


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The Problem

This assignment makes me uncomfortable Of course someone

in HR will Google you before we make a job offer.


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• Your future employer was able to hear everything you said in a class 3 years ago?

• Your ex tracked you down based on information about a course assignment?

• A class discussion attracted media attention? • Scholars in your field belittled and ridiculed you for your

naïveté when you were just trying to do your coursework? • A student at another university found your assignment and

turned it in as her own?

What if …


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Is this space private? How private?


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Levels of Privacy

Private

Password protected Restricted to known parties

Semi-private

Password protected Restricted but possibly fluid membership

Semi-public

May require an account, but membership open to all

Public

Anyone can see or participate


Adapted from Elm (2009)

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Levels of Privacy


Private

Email Semi-private

Learning management system with closed enrollment

Semi-public

Online groups with open self-enrollment

Public

Blogs, Twitter, YouTube, etc.

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Research Findings •  From a survey conducted by Dennen & Burner (2013) • Participants: College students (n=147) •  Focus

•  Awareness of social media privacy in higher education setting •  Social media use preferences in higher education setting


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FINDINGS: Students & Profs • Look up information

•  Search engines – 67% •  Facebook – 30%

• Follow professors •  Blog – 18% •  Twitter – 16%

• Become a contact •  Facebook – 37% •  Twitter – 11%

• Look for •  Course information – 94% •  Academic credentials –

76% •  Scholarly work – 24% •  Personal information –

14%

• 63% did not believe profs would search for their information •  “THAT IS CREEPY”


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FINDINGS: Social Media & Courses • OK with required course social media use: 10% • Encourage instructors to use social media: 29% • Comfortable sharing personal info with class via social

media: 20% • Want to connect with classmates: 43% • Want to connect with instructor: 10%


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FINDINGS: Online Coursework • Concerned about quality of work posted online: 52% • Remove online coursework at end of course: 54% •  Instructor should be only audience for assignments: 67% • Have learned from examples posted by other students

online: 62%


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Discussion • Students have some online boundary concerns and

issues • Want to use tools in some contexts, but not others • Want to observe, but not always be observed • Refutes suggestion that social media use in education will

motivate and excite students


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POLL – Facebook and Student/Instructor Friends? Are you comfortable being Facebook friends with your students or instructors? A.  Yes, the more the merrier B.  Yes, but only after our instructor-student relationship

has ended C.  Only under select

conditions (e.g., we work closely, we have developed a friendly relationship)

D.  No, not at all


Vote here!

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The Special Case of Facebook


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Who’s Connected to Me

Me

Mom

Great Aunt Sally

College Friend

Friends of Friends

High School Friend Student Colleague

Former Student

Acquaintance


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Privacy and Facebook • Half of all users struggle with privacy setting (Madden,

2012) •  15% of traditional college student age group has posted

content they later regret (Madden, 2012) •  There are high levels of discrepancy between actual and

desired settings (Madejski, Johnson & Bellovin, 2012) • Privacy protecting behavior is most common among

people who have already had a negative experience (Christofides, Muise & Desmarais, 2012)


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Facebook & Learner Motivation Evidence that questions the claim • Students act out of agency rather than generational

destiny (Jones & Healing, 2010) • Students use different technologies in personal lives than

in classroom (Margaryan, Littlejohn & Vogt, 2011). • Social and school-based computing have different means/

ends


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Informal vs Formal School Use

Informal

• Students choose to integrate FB with school experiences by using it to share course information, provide emotional support and perform academic identity (Selwyn, 2009).

Formal

•  Fewer than ¼ of their students wanted to use Facebook to support formal learning activities (Prescott, Wilson & Becket, 2013).

•  Students using Elgg online social network for a course focused on graded activities, not social networking (Veletsianos & Navarrete, 2012)


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Digital Footprint Dilemma • Students who already have a Facebook account / digital

footprint are being asked to consider it as a learning space in addition to a social one

• Students who do not already have an account are being asked to create one and leave a digital footprint


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Digital Footprint Dilemma Options: • Create new account under real name

•  Problem: Must now leave digital footprint

• Create new (or second) account under fictitious name •  Problem: Violates Facebook’s terms of service

• Opt out •  Problem: Student is excluded from part of learning experience


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Friending Dilemma •  Is it acceptable for professors and students to be friends? • At what point? • Who should initiate the friending? • What would be awkward interactions between professor

and student friends? Options: • Check institutional policies • Allow students to initiate • Create and share your own policy


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POLL – Do you have guidelines?

Do you have social media guidelines for use with your students? Select the option that best represents the guidelines you use MOST. A.  Institutional guidelines B.  Professional organization guidelines C.  Personal guidelines D.  No guidelines


Vote here!

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Our P&E Awareness Journeys


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Our P&E Awareness Journey 1.  Stalker 2.  Googling 3.  Research Participants 4.  Public Blunders 5.  Time to Teach Technology 6.  Plagiarism / Copying


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Situation 1: Stalker Context: Online course, around 1998

•  Student had an active stalker •  Was fearful of interacting in the learning management system

under her real name


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Situation 2: Googling Context A: Reflective blog for course (mandatory assignment)

•  While vanity googling during a job search, the student realized the blog was still online years later. No harm done, but a moment of self-consciousness.

Context B: Social event at the university

•  A student came up to me and mentioned some items related to my personal life / events long passed. No harm done, but a moment of self-consciousness.


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Situation 3: Research Participant Context: Student (preservice teacher) tweeting under real name, both for class and socially. The part below was social – but nonetheless public. •  Jane Doe: F*** yeah! It’s my 19th birthday!!! •  Jane Doe: Check me out, b*****s! I’m 19 today! Worship

me! •  Jane Doe: (twitpic with friends, beers in hand) •  Jane Doe: Head hurts. F***** awesome birthday party.


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Situation 4: Public Blunders Context: Student was given an assignment to get information from an expert.

• Student posted to a popular academic forum, asking for help in a very general way.

• Responses criticized the student heavily. (A few helped or were at least kind.)

•  The interactions remain archived and searchable.


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Situation 5: Time to Teach Technology Context: Teaching various social media tools to undergraduates • Students struggle to remember usernames and

passwords • Students struggle with purpose •  It can be as de-motivational as it is motivational


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Situation 6: Plagiarism / Copying Context: A college level course

• Students grabbing content from online sites (e.g., blogs) and posting it to the discussion as if it is their own.


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Social Media Guidelines • What are the most important elements for you? • What guidelines do you already have in place? • What do you struggle with?

• Share in the chat


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Wrap Up •  Think about how social media guidelines could help you

perform your job better • What would you include in your guidelines? • Keep sharing on this topic … in the discussion forum, on

Twitter, on Facebook • We can’t wait to see your projects!


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THANKS FOR JOINING US! Time for Questions


social media for active learning mooc - privacy & ethics webinar slides

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