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Using Online Social Networks to Build Healthy Communities


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ED-MEDIA 2010 Presentation

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Using Online Social Networks to Build Healthy Communities

  1. 1. 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
  2. 3. Obesity in the U.S. <ul><li>Trust for America’s Health. (2010, June). F as in Fat: How Obesity Threatens America's Future 2010 </li></ul><ul><ul><li>38 states have adult obesity rates above 25%. (No state had an obesity rate above 20% in 1991.) </li></ul></ul><ul><ul><li>High rates of obesity are associated with lower incomes, race, ethnicity, and less education </li></ul></ul><ul><ul><li>Adult obesity rates for African-Americans and Latinos are higher than obesity rates for whites in at least 40 states and the District of Columbia. </li></ul></ul><ul><ul><li>Diabetes, hypertension, early death </li></ul></ul>
  3. 11. Research Questions
  4. 12. Design Cycle
  5. 13. Design Cycle
  6. 14. Design of the Social Network Site
  7. 15. Design of the Social Network Site
  8. 17. Profile & Privacy
  9. 18. Communication
  10. 19. Developmental Appropriateness
  11. 20. Design Cycle
  12. 21. Professional Development
  13. 22. 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?
  14. 23. Design Cycle
  15. 24. Implementation Stage
  16. 25. Design Cycle
  17. 26. Evaluation Methods <ul><li>a program facilitator survey to measure perceptions of how the online social network impacted student learning and engagement </li></ul><ul><li>a quantitative content analysis of the communicative exchanges amongst students and program facilitators </li></ul><ul><li>an informal content analysis of general communication patterns </li></ul>
  18. 27. Survey Results (1) <ul><li>N = 14 Responses , for a 61% response rate (total of 23 facilitators) </li></ul><ul><li>This is indicated by the overwhelming agreement (agree or strongly agree) that the social network site is a useful tool to engage students in: </li></ul><ul><ul><li>awareness of healthy living topics (90.9%), </li></ul></ul><ul><ul><li>personal reflection (81.8%), </li></ul></ul><ul><ul><li>development of personal goals for healthy living (100%), </li></ul></ul><ul><ul><li>realization of personal goals for healthy living (90.9%), </li></ul></ul><ul><ul><li>communication with peers around health issues (90.9%), </li></ul></ul><ul><ul><li>building relationships with peers (72.8%), </li></ul></ul><ul><ul><li>conversations with parents about healthy living (72.8%), and </li></ul></ul><ul><ul><li>community action (72.8%). </li></ul></ul><ul><ul><li>72.7% would want to use the social networking site again and thought the social network site played an important role in the after school program. </li></ul></ul>
  19. 28. Survey Results (2) <ul><li>How it was used: </li></ul><ul><ul><li>60% used it at least occasionally to maintain a blog for their site and 63.7% used it to read the student blogs from their own site </li></ul></ul><ul><ul><li>35.8% believed that access to technology was an issue and 41.5% thought that usability of the site was an issue </li></ul></ul>
  20. 29. Content Analysis Results (1) <ul><li>Data: </li></ul><ul><ul><li>128 students and 23 facilitators logged into their accounts at least once </li></ul></ul><ul><ul><li>100 distinct students and 18 distinct facilitators made at least one blog post </li></ul></ul><ul><ul><li>70 facilitator written prompts and 317 student responses were coded </li></ul></ul><ul><ul><li>Achieved inter-rater reliability with 2 independent coders (Cohen’s Kappa = .60) </li></ul></ul>
  21. 30. Content Analysis Results (2) <ul><li>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 </li></ul><ul><li>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. </li></ul>
  22. 31. Content Analysis Results (3) <ul><li>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). </li></ul><ul><li>Not engaging questions asked by facilitator: </li></ul><ul><ul><li>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). </li></ul></ul><ul><ul><li>Traditional teacher-student model, student responds succinctly to teachers question </li></ul></ul>
  23. 32. Findings <ul><li>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. </li></ul>
  24. 33. Redesign Considerations <ul><li>For the Social Network </li></ul><ul><ul><li>Emphasize Purpose </li></ul></ul><ul><ul><li>Scaffold Social Presence </li></ul></ul><ul><ul><li>Scaffold Critical Thinking </li></ul></ul><ul><ul><li>Spaces for Play and Social Activity (Student Ownership) </li></ul></ul><ul><li>In general </li></ul><ul><ul><li>More professional development for facilitators </li></ul></ul><ul><ul><li>Better integration of technology into the curriculum and daily activities of students </li></ul></ul>
  25. 34. Thank you. [email_address] Anthony Cocciolo Pratt Institute ~ School of Information and Library Science