Using Online Social Networks to Build Healthy Communities Anthony Cocciolo ~ Pratt Institute ~ School of Information and Library Science Caron Mineo and Ellen Meier ~ Teachers College, Columbia University ~ Center for Technology and School Change
Professional Development Sample Topic: Developing Engaging Questions Natasha, Jeremy, and I were working on a project after school together last week. I got hungry and pulled out a chocolate bar. Natasha said chocolate is bad for my health. Jeremy said the opposite. He thinks it can be good for me. Who’s right and why? There’s a saying that foods that taste really good must be really bad for you. I don’t think that’s always true. What do you think? Can you give me an example? Before After Can you name three facts about chocolate? Pick a food that tastes good and is good for your health. What did you choose?
52% are presentations of the work from the face-to-face context, 4.3% discussion of current events, 45.7% no question was asked of students, 27.1% a question was asked that would require a one-word response, and 25.7% of questions asked were more complex “how” and “why” questions
For each teacher communication, the quantity of student responses can be characterized as the following: 30% prompted high student response (more than 6 responses), 5.7% prompted medium student response (four to six responses), 27.1% prompted low student response (one-to-three responses), and 37.1% prompted no student response.
Not clear to facilitators that the online social network is used for communication with students in the program, not reporting back to program administrators (e.g., 52% are presentations of the work from the face-to-face context, 45.7% did not ask student anything).
Not engaging questions asked by facilitator:
For example, 27.1% of all facilitator discussion posts were questions that could be answered with a one-word answer (e.g., what is your favorite exercise?). 25.7% of discussion posts were questions that would require more thinking (for example, how and why questions).
Traditional teacher-student model, student responds succinctly to teachers question
The survey results from program facilitators indicate that online social network can support meaningful communication and psycho-social support; however, the content analysis indicates that the types of communication achieved did not reach a level that could be described as “meaningful” communication and psycho-social support.