Post-Cambridge analytica€¦ · Classroom “extension” from experiential learning ... I’ve...
Transcript of Post-Cambridge analytica€¦ · Classroom “extension” from experiential learning ... I’ve...
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POST-CAMBRIDGE ANALYTICAPros and Cons of Facebook for Learning
Britt WatwoodAlexa CarlsonStephanie Sibicky
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AGENDA
• Facebook for Learning?• Poll of Room
• Evidence of Effective Use
• Example of Use by School of Pharmacy
• Cambridge Analytica Scandal• What Happened?
• Implications & Concerns
• Lessons Learned
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POTENTIAL USES OF FACEBOOK
• Class discussion forums
• Real time chat
• Forums that span more than one term
• Classroom “extension” from experiential learning
• Student clubs and organizations
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WHY FACEBOOK INSTEAD OF BLACKBOARD?
• Engagement
• Notifications
• Mobile access
• Emojis/”Like” buttons
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RUBRIC FOR E-TOOLSCategory Criteria
Functionality
Scale
Ease of Use
Tech Support
Hypermediality
Accessibility
Accessibility Standards
User-Focused Participation
Required Equipment
Cost of Use
https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education
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RUBRIC FOR E-TOOLSCategory Criteria
Technical
Can be integrated w LMS
Works w standard operating systems
Works w variety of browsers
Downloads to work
Mobile Design
Access via phones or tablets
Functional
Offline mode
https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education
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RUBRIC FOR E-TOOLSCategory Criteria
Privacy & Data Protection
Sign Up / Sign In
Users maintain ownership of data
User can archive, save and export data
Social Presence
Collaboration
User Accountability
Students knowledgeable in how to use
https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education
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RUBRIC FOR E-TOOLSCategory Criteria
Teaching Presence
Facilitation
Customization
Learning Analytics
Cognitive Presence
Enhancement of Cognitive Tools
Higher Order Thinking
Metacognitive Engagement
https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education
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WHY FACEBOOK INSTEAD OF BLACKBOARD?
Functionality
Accessibility
Technical
Mobile Design
Privacy
Social Presence
Teaching Presence
Cognitive Presence
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WHY FACEBOOK INSTEAD OF BLACKBOARD?
Rubric Category Facebook Blackboard
Functionality
Accessibility
Technical
Mobile Design
Privacy
Social Presence
Teaching Presence
Cognitive Presence
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EXAMPLE USE – CPS COURSE
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EXAMPLE USE: INTEGRATED ADVANCED PHARMACY PRACTICE EXPERIENCE
September 2017: Start CarlsibickyFacebook with 3
students
October 2017: Added quizzes via polls and adaptive
release cases
November 2017: Add vlogging
component with 6 students #TILTW
April 2018: Journal club "trailers"
using VoiceThread#comingsoon
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QUICK THINK-PAIR-SHARE
• What advantages did you see?
• What concerns did this raise for you?
2-minute discussion with your colleagues seated next to you
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• Psychographic profiling – OCEAN
• Openness
• Conscientiousness
• Extroversion
• Agreeableness
• Neuroticism
CAMBRIDGE ANALYTICA SCANDAL
Aleksandr KoganUniversity of Cambridge 87 million Facebook users
Allowed for targeted ads during election to energize base or turn off competition.
Important note: This data was not stolen. The design of Facebook makes the mining of data easy for marketing purposes.
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WHAT GETS TAKEN IN "BREACHES"?
• My name• My email addresses• My phone number• My birthday• The fact that I’m married,
and probably to whom• Where I’m from• Where I live now• Where I work
• Where I went to school
• The 10 most recent locations where I’ve been tagged
• My 15 most recent searches on Facebook
• Posts on my timeline
• Who I’m friends with
• Who I’m private-messaging with
• Groups I’m a member of
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• "Resistance is futile. But resistance seems necessary"• Siva Vaidhyanathan (2018) Antisocial Media, pp. 214-215
• Educate students
• Use Firefox non-tracking feature or Chrome Incognito
• Closed groups
• Locked down privacy for students
• No "friending"
IMPLICATIONS
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• Mastodon
• Slack
OTHER SOCIAL MEDIA OPTIONS
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SUGGESTED GUIDELINES:SYLLABUS EXAMPLE
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QUESTIONS?
THANK YOU!
BRITT WATWOOD [email protected]
ALEXA CARLSON [email protected]
STEPHANIE SIBICKY [email protected]
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• Anstey, L. & Watson, G. (2018) A rubric for evaluating e-learning tools in higher education, Educause Review, September 10, 2018.https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education
• Forham, I. & Goddard, T. (2013) Facebook Guide for Educators, The Education Foundation, http://www.ednfoundation.org/wp-content/uploads/Facebookguideforeducators.pdf.
• Jones, J. (2018) Firefox add-on protects against (most) Facebook tracking, Chronicle of Higher Education, March 29, 2018,https://www.chronicle.com/blogs/profhacker/firefox-add-on-protects-against-most-facebook-tracking/65281.
• Perrin, A. (2018) Americans are changing their relationship with Facebook, Pew Research Center,http://www.pewresearch.org/fact-tank/2018/09/05/americans-are-changing-their-relationship-with-facebook/.
• Vaidhyanathan, S. (2018) Antisocial Media, Oxford University Press.
REFERENCES