This is a presentation showing the use of Facebook in the classroom

1. Face it – Facebook in your classes
can be a winning solution
NCA November 2011
Reginald D. Miles
Howard University

2. Reggie Miles – Dept. of RTVF – Howard University
Assistant Professor – School of Communications
Teacher in the Pocket
“Instruction begins when you, the teacher, learn
from the learner; put yourself in his place so that
you may understand what he learns and the way he
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understands it.” ~~ Soren Kierkegaard
Chey
Parker
Aziza
Bromfield
Tonya
Butler
Reaching the students where they
already are on
Seth Anna-Lisa Carmen
McGee Gayle Waldrop

3. Tancer, Bill, “Facebook: More Popular Than Porn”, Time
Magazine, October 2007
Popularity of Facebook
Few developments in the world of technology and
computers have been embraced as quickly as
Facebook by students. Facebook is a dynamic,
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collaborative technology that pulls information of
interest from various sources and involves the
Chey Aziza Tonya participation of several people making Facebook
Parker Bromfield Butler
highly effective as the means of engaging and
exciting students in a learning environment.
Seth Anna-Lisa Carmen
McGee Gayle Waldrop

4. The Impact of Facebook
Facebook is now used by 1 in every 13 people on earth, with over
250 million of them (over 50%) who log in every day.
48% of 18-34 year olds check Facebook when they wake up, with
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28% doing so before even getting out of bed.
The core 18-24 year old segment is now growing the fastest at 74%
Chey
Parker
Aziza
Bromfield
Tonya
Butler
year on year.
Social networking sites (SNS) such as Facebook are ubiquitous and
university students are spending a great deal of time on them.
Seth Anna-Lisa Carmen
McGee Gayle Waldrop

5. Mazer, J. P., Murphy, R.E., & Simonds, C. J. (2007). I’ll see you
on ‘Facebook’: Communication Education, 56, 1-17.
Students Using Facebook ?
Today’s students value new learning tools and
customizable digital homework products that
92 People Like This encourage active learning and provide more
personalized study plans. Recent investigations
have pointed out that Facebook can have a positive
effect on the student-to-student and student-to-
teacher relationship.

6. Generation Y Students
Freedom They have access to most of the world’s knowledge.
Learning … for them …should take place where and when they want it.
Innovation Net Geners live to stay current. innovation means rejecting
the traditional command-and-control hierarchy and devising work
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processes that encourage … creativity.
Integrity They want their universities, schools, governments, and
politicians to be honest, considerate of their interests, accountable, and
open … yet they are downloading music for free.
Entertainment The Internet gives them plenty of opportunity to
amuse themselves online. Net Geners become easily bored, so playing
with … tech devices keeps them interested.

7. Generation Y Students
Customization These are kids in their twenties, and they have
changed every category they have touched so far … personalized online
space is now almost obligatory.
Collaboration Educators should take note. The current model of
pedagogy is teacher focused. One way, one size fits all … it isolates the
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student in the learning process.
Scrutiny Today’s youth have the ability to distinguish between fact
and fiction. The Net Generation knows to be skeptical whenever
they’re online.
Speed Having Grown up digital, they expect speed … Google
answers their inquiries in nanoseconds. So they assume everyone else
in the world will … too.

8. Students and Social Networking
Social Networking is the way students communicate. It
involves the grouping of individuals into specific groups.
Social networking websites function like an online
community of Internet users.

9. Harnessing the Power
• Social Networks are highly effective as a means of
engaging and exciting students in a learning environment.
• Student learning increases when experimental techniques
are used, combined with a lecture format. (Blended
Learning)
• Students show a natural proclivity towards social
networking in their daily lives.

10. From Website to Facebook
Syndicates content automatically
Text Audio iTunes Video
Chey Aziza Tonya
Parker Bromfield Butler
Seth Anna-Lisa Carmen
McGee Gayle Waldrop

11. Why Facebook?
 Facebook is popular (Students are already there)
 Provides students with e-mail, web communities and
audio and video capabilities. (communication and
collaboration)
 Students learn to use technologies associated with “Web
92 People Like This 2.0” architecture. (Podcasting, Blogging, Photo Sharing)
 Allows students to “time-shift” the learning experience.
(Content playable on demand)
 Allows instructors to utilize blended learning techniques.
(Face to face and virtual)

12. Use Facebook
 To share presentations and notes with students
 To answer questions from students about
assignments
 To humanize yourself in the eyes of students
92 People Like This  To share the productions of things the students have
done.
 To find other professors and exchange ideas and best
practices

13. Everything is linkable
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14. All Information All the Time
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15. One Teacher Two Profiles
Personal Profile Professor Profile
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16. The Virtual Class Groups
Groups can be designated as open, closed and
secret thereby limiting access to Facebook. A
professor can maintain privacy typically linked to
other educational tools like Blackboard or WebCT
which can only be accessed by registered students.
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17. Translating to the Classroom
Ownership: Each student creates a “podcast” site for class assignments.
The podcast is linked to Facebook. Through Facebook students will be
encouraged to comment on each of their classmate’s work.
Customizable: Each student will be able to easily customize their
podcast site to suit their interest and personality
Mashup: Each student podcast site will be seen as specialized mashup
for topics covered in the course.
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Momentum: Each student will be able to link to other classmates and
provide (written) feedback thereby hopefully stimulating the social
nature of the students and create avenues for those students who are
more reserved. Students can begin to create collaborative networks
among themselves.
Apps/Widgets/Gadgets: Students who are more savvy in working in
Facebook can be encouraged to create or suggest available applications
that can help in the course as it relates to assignments.

18. Translating to the Classroom
The Common Man Syndrome: most college students are already
using Facebook. Students can be encouraged to share their podcasts
with their peers where they discuss and exchange ideas on topics in a
forum where everyone has a voice.
Accessibility: Students all have access to the course syllabus, instructor
blogs, mashups, groups, and pages via the Internet and mobile
technology.
Fun: Instead of making learning a chore, it can be integrated as fun in
the daily social life of students. It becomes part of the daily routine to
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check their blog, make comments on other related blogs, contribute
to the group, find related videos and articles to post so as to keep their
own sites interesting.
Specialized interest: Student blogs, mashups with related
and interactive applications will draw other people of similar interests
who will contribute and build a natural momentum and will inspire
the students to further develop the site content and thus engage in the
hands-on and practical learning of the course.

19. Translating to the Classroom
Student Podcast Site
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20. Blogs, Audio, Photo Sharing and Video
Links to Published Works
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21. Student (Text) Discussions
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22. Provides Constant Feedback
Students want
feedback
from
Peers & Instructors
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23. Instructor Supplemental Aids
Video
Audio
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24. Instructor Supplemental Aids
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25. Strengths
 Interactions and conversations can be backtracked.
 Permits self-paced work with “virtually” unlimited
resources available 24/7
 Records time stamps continually
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 Encourages instructor-student interactivity inside
and outside of class
 Fosters observing and learning from peers
 Provides multi-faceted answers to complex
questions

26. Strengths
 A mechanism for timely notification and feedback
 Collaborative learning opportunities
 Engenders enthusiasm and prompts creative
responses
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 Preserves end products in both digital and
“downloadable” formats
 Creates multiple opportunities to learn material and
ability to include multimedia, podcasts both audio
and video.

27. Deficiencies
 Some students don’t take it seriously
 Time-consuming and demanding pedagogy
 Disinterested students lacking Facebook
experience
92 People Like This  Difficult assessment and evaluation
 Tedious management of the class Group
 Additional imperatives to manage “privacy” and
guard against “non-students”

28. Concerns
 University Policies
 Responsible use - Professors
 Professionalism
 Digital Copyright
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 Privacy

29. Thoughts on social media
 Professors will need to independently access
Facebook and evaluate its potential.
 An investment of time is necessary
 Emphasize responsible use students
 A commitment to changing and updating
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materials for sharing must be made.
 Do not compel students to participate let them
discover on their own the advantages.
 Technology supplements a good teacher; it does
not act in place as one.

30. Conclusion
By using technologies that students are comfortable
with like Facebook, faculty can create a powerful
learning environment through the merging of the
creative, collaborative, social, and interactive
capabilities of this powerful platform.
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Face it – Facebook in your classes can be a winning
solution.

31. Thank You
Reginald D. Miles
Assistant Professor
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Howard University
Website: http://reggiemiles.net
Email: rmiles@howard.edu
Teacher in the Pocket