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Post-Cambridge Analytica: Pros and Cons of Facebook for Learning

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Presentation for Northeastern CPS Faculty Development Conference

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Post-Cambridge Analytica: Pros and Cons of Facebook for Learning

  1. 1. POST-CAMBRIDGE ANALYTICA Pros and Cons of Facebook for Learning Britt Watwood Alexa Carlson Stephanie Sibicky
  2. 2. 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
  3. 3. 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
  4. 4. WHY FACEBOOK INSTEAD OF BLACKBOARD? • Engagement • Notifications • Mobile access • Emojis/”Like” buttons
  5. 5. RUBRIC FOR E-TOOLS Category 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
  6. 6. RUBRIC FOR E-TOOLS Category 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
  7. 7. RUBRIC FOR E-TOOLS Category 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
  8. 8. RUBRIC FOR E-TOOLS Category 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
  9. 9. WHY FACEBOOK INSTEAD OF BLACKBOARD? Functionality Accessibility Technical Mobile Design Privacy Social Presence Teaching Presence Cognitive Presence
  10. 10. WHY FACEBOOK INSTEAD OF BLACKBOARD? Rubric Category Facebook Blackboard Functionality Accessibility Technical Mobile Design Privacy Social Presence Teaching Presence Cognitive Presence
  11. 11. EXAMPLE USE – CPS COURSE
  12. 12. EXAMPLE USE: INTEGRATED ADVANCED PHARMACY PRACTICE EXPERIENCE September 2017: Start Carlsibicky Facebook 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
  13. 13. 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
  14. 14. • Psychographic profiling – OCEAN • Openness • Conscientiousness • Extroversion • Agreeableness • Neuroticism CAMBRIDGE ANALYTICA SCANDAL Aleksandr Kogan University 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.
  15. 15. 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
  16. 16. • "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
  17. 17. • Mastodon • Slack OTHER SOCIAL MEDIA OPTIONS
  18. 18. SUGGESTED GUIDELINES: SYLLABUS EXAMPLE
  19. 19. QUESTIONS? THANK YOU! BRITT WATWOOD W.WATWOOD@NORTHEASTERN.EDU ALEXA CARLSON A.CARLSON@NORTHEASTERN.EDU STEPHANIE SIBICKY S.SIBICKY@NORTHEASTERN.EDU
  20. 20. • 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

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