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Hybrid Learning and Teaching in Higher Education Pre-Date the Pandemic

One of the most tiresome things about thought pieces on the future of universities pumping out at the moment is the constant presumption that a move to a ‘hybrid’ model of teaching (ie mixing face-to-face and online learning) is something new to everyone. It’s not. As just one example, Internet Studies has taught both face-to-face and online versions of all the units in our major for more than 15 years, both at Curtin University and via Open Universities Australia. Students have *chosen* whichever mode fit their lives best, and students can excel in either.

Also deeply disheartening is the presumption that online teaching is intrinsically less impactful than face-to-face. It’s not. But it takes significant work in curriculum design and learning & teaching modes (yes, even via lectures) to engage online learners. Despite workload models that presume the opposite, teaching units online well takes more time, not less, & it’s rare that just one platform (or ‘learning’ management system) offers enough to encompass that learning. Multiple tools work if there is sufficient support for each. Shifting learning material online at very short notice (because of a pandemic) does not equal online learning, it’s making the best of a bad situation (& colleagues across the sector have done so much more than that), but this isn’t the benchmark against which online learning should be judged.

And despite unprecedented pandemic times, hybrid teaching, online teaching, or even face-to-face teaching that is mindful of the complicated context learners are living in, can clearly be better designed by consulting the mountains of work & research on each of these modes. The pandemic has challenged higher education in profound ways, but we have to do what we do best: build our responses on the research, scholarship & best practice that already exist. We know better than reinventing the wheel in any other context, let’s remember it in this one, too.

Edit: On Facebook Mark Pegrum pointed me to work that frames going online for teaching during the pandemic as ERT, or emergency remote teaching, which is quite compelling terminology. I particularly like this quote:

In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances.

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Facebook in Education: Special Issue of Digital Culture & Education

DCE_6.1_Cover

I’m pleased to announced that the special themed issue of Digital Culture and Education on Facebook in Education, edited by Mike Kent and I, has been released. The issue features an introductory article by Mike and I, ‘Facebook in Education: Lessons Learnt’ in which we may have some opinions about whether the hype around MOOCs and disruptive online education ignores the very long history of learning online (hint: it does). As something of a corrective to that hype, this issue explores different aspects of the complicated relationship between Facebook as a platform and learning and teaching in higher education.

This issue features ‘“Face to face” Learning from others in Facebook Groups‘ by Eleanor Sandry, ‘Exploiting fluencies: Educational expropriation of social networking site consumer training‘ by Lucinda Rush and D.E. Wittkower, ‘Learning or Liking: Educational architecture and the efficacy of attention‘ by Leanne McRae, and ‘Separating Work and Play: Privacy, Anonymity and the Politics of Interactive Pedagogy in Deploying Facebook in Learning and Teaching’ by Rob Cover.

Also, watch this space in about a month for the related and slightly larger related work in the same area.

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Is Facebook finally taking anonymity seriously?

By Tama Leaver, Curtin University and Emily van der Nagel, Swinburne University of Technology

Having some form of anonymity online offers many people a kind of freedom. Whether it’s used for exposing corruption or just experimenting socially online it provides a way for the content (but not its author) to be seen.

But this freedom can also easily be abused by those who use anonymity to troll, abuse or harass others, which is why Facebook has previously been opposed to “anonymity on the internet”.

So in announcing that it will allow users to log in to apps anonymously, is Facebook is taking anonymity seriously?

Real identities on Facebook

CEO Mark Zuckerberg has been committed to Facebook as a site for users to have a single real identity since its beginning a decade ago as a platform to connect college students. Today, Facebook’s core business is still about connecting people with those they already know.

But there have been concerns about what personal information is revealed when people use any third-party apps on Facebook.

So this latest announcement aims to address any reluctance some users may have to sign in to third-party apps. Users will soon be able to log in to them without revealing any of their wealth of personal information.

Keeping things hidden third-party apps on Facebook. Flickr/Christoph Aigner, CC BY-NC-ND

That does not mean they will be anonymous to Facebook – the social media site will still track user activity.

It might seem like the beginning of a shift away from singular, fixed identities, but tweaking privacy settings hardly indicates that Facebook is embracing anonymity. It’s a long way from changing how third-party apps are approached to changing Facebook’s entire real-name culture.

Facebook still insists that “users provide their real names and information”, which it describes as an ongoing “commitment” users make to the platform.

Changing the Facebook experience?

Having the option to log in to third-party apps anonymously does not necessarily mean Facebook users will actually use it. Effective use of Facebook’s privacy settings depends on user knowledge and motivation, and not all users opt in.

A recent Pew Research Center report reveals that the most common strategy people use to be less visible online is to clear their cookies and browser history.

Only 14% of those interviewed said they had used a service to browse the internet anonymously. So, for most Facebook users, their experience won’t change.

Facebook login on other apps and websites

Spotify uses Facebook login. Spotify

Facebook offers users the ability to use their authenticated Facebook identity to log in to third-party web services and mobile apps. At its simplest and most appealing level, this alleviates the need for users to fill in all their details when signing up for a new app. Instead they can just click the “Log in with Facebook” button.

For online corporations whose businesses depend on building detailed user profiles to attract advertisers, authentication is a real boon. It means they know exactly what apps people are using and when they log in to them.

Automated data flows can often push information back into the authenticating service (such as the music someone is playing on Spotify turning up in their Facebook newsfeed).

While having one account to log in to a range of apps and services is certainly handy, this convenience means it’s almost impossible to tell what information is being shared.

Is Facebook just sharing your email address and full name, or is it providing your date of birth, most recent location, hometown, a full list of friends and so forth? Understandably, this again raises privacy concerns for many people.

How anonymous login works

To address these concerns, Facebook is testing anonymous login as well as a more granular approach to authentication. (It’s worth noting, neither of these changes have been made available to users yet.)

Given the long history of privacy missteps by Facebook, the new login appears to be a step forward. Users will be told what information an app is requesting, and have the option of selectively deciding which of those items Facebook should actually provide.

Facebook will also ask users whether they want to allow the app to post information to Facebook on their behalf. Significantly, this now places the onus on users to manage the way Facebook shares their information on their behalf.

The New Facebook Login

In describing anonymous login, Facebook explains that:

Sometimes people want to try out apps, but they’re not ready to share any information about themselves.

It’s certainly useful to try out apps without having to fill in and establish a full profile, but very few apps can actually operate without some sort of persistent user identity.

The implication is once a user has tested an app, to use its full functionality they’ll have to set up a profile, probably by allowing Facebook to share some of their data with the app or service.

Taking on the competition

The value of identity and anonymity are both central to the current social media war to gain user attention and loyalty.

Facebook’s anonymous login might cynically be seen as an attempt to court users who have flocked to Snapchat, an app which has anonymity built into its design from the outset.

Snapchat’s creators famously turned down a US$3 billion buyout bid from Facebook. Last week it also revealed part of its competitive plan, an updated version of Snapchat that offers seamless real-time video and text chat.

Introducing chat for Snapchat.

By default, these conversations disappear as soon as they’ve happened, but users can select important items to hold on to.

Whether competing with Snapchat, or any number of other social media services, Facebook will have to continue to consider the way identity and anonymity are valued by users. At the moment its flirting with anonymity is tokenistic at best.

The Conversation

Tama Leaver receives funding from the Australian Research Council (ARC).

Emily van der Nagel does not work for, consult to, own shares in or receive funding from any company or organisation that would benefit from this article, and has no relevant affiliations.

This article was originally published on The Conversation. Read the original article.

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CFP: An Education In Facebook?

Along with my colleagues Mike Kent and Clare Lloyd we’re working on an edited collection about the joys, perils and uses of Facebook in higher education (of any sort). Here’s the CFP (call for papers) if you’re interested. Please feel free to distribute this post wide and far if you’d be so kind!

An Education in Facebook?
Higher Education and the World’s Largest Social Network

Editors: Dr Mike Kent, Dr Tama Leaver and Dr Clare Lloyd, Internet Studies, Curtin University

Abstract Submission Deadline 18 January 2013

Full Chapters Due 31 May 2013

We are soliciting chapter proposals for an edited collection entitled An Education in Facebook? This edited collection will focus on the relationship between Facebook and Higher Education. Facebook first emerged in 2004 as a social network for students studying at universities in the United States. It soon grew beyond North America, and beyond the confines of student networking. Having evolved initially as a student social space the platform continues to play a prominent role in the lives of many students and staff at higher education institutions.

The collection will explore the use of Facebook the higher education environment as both a social space, and also its growing use as part of teaching and learning processes, both formally and informally. From students creating informal social groups around a course of study or particular unit, and dedicated online study groups, to the use of Facebook as a formal venue for teaching, we are seeking chapters that explore these and related areas.

Is there an appropriate place for Facebook in formal higher education? What are the tensions between private and professional spaces online for students and teachers and what are the potential dangers of unintentional overlap? What are appropriate roles and responsibilities for staff, students and institutions in relation to the social network? What are the dangers of moving important aspects of the higher education learning environment to an external company that exploits social interaction for profit? How is the shift to online learning in many institutions complemented or challenged by mobile uses of social networks, including app use on smartphones and tablets? This book will explore these and other topics interrogating the contemporary role of Facebook in Higher Education.

Some suggested topics (which are by no means exhaustive):

  • · Facebook and/as/or Learning Management Systems?
  • · Facebook as support network (for online and overseas learners, for example)
  • · Teacher-led Facebook uses as in/formal learning
  • · Student-led Facebook uses as in/formal learning
  • · Case studies of Facebook implementation in formal learning
  • · Informal versus formal learning online
  • · Social networks and the flipped classroom
  • · Context collapse
  • · Privacy issues in social network use
  • · Copyright issues in social network use
  • · Mobile learning
  • · The Facebook App in education
  • · Roles and boundaries in networked learning
  • · Facebook as a backchannel (either positive or disruptive)
  • · The politics of ‘friending’ in staff and student relations
  • · Examples of innovative Facebook integration in higher education
  • · Whether Facebook has a place in formal education
  • · MOOCs and Facebook
  • · Comparative uses of Facebook and other online networks (eg Twitter)

Submission procedure:

Potential authors are invited to submit chapter abstract of no more than 500 words, including a title, 4 to 6 keywords, and a brief bio, by email to both Dr Mike Kent <m.kent@curtin.edu.au> and Dr Tama Leaver <t.leaver@curtin.edu.au> by 18 January 2013. (Please indicate in your proposal if you wish to use any visual material, and how you have or will gain copyright clearance for visual material.) Authors will receive a response by February 15, 2013, with those provisionally accepted due as chapters of no more than 6000 words (including references) by 31 May 2013.

About the editors:

The three editors are from the Department of Internet Studies at Curtin University. Dr Mike Kent’s research focus is on people with disabilities and their use of, and access to, information technology and the Internet. He recently co-authored the monograph Disability and New Media (Routledge, 2011). His other area a research interest is in higher education and particularly online education. Dr Tama Leaver researches online identities, digital media distribution and networked learning. He previously spent several years as a lecturer in Higher Education Development, and is currently also a Research Fellow in Curtin’s Centre for Culture and Technology. His recent book is Artificial Culture: Identity, Technology and Bodies (Routledge, 2012), and he is currently co-authoring a monograph entitled Web Presence: Staying Noticed in a Networked World. Dr Clare Lloyd specialises in mobile communication and mobile media. Her recent publications include the co-authored papers ‘Consuming apps: the Australian woman’s slow appetite for apps’ (2012); and ‘Fun and useful apps: female identity construction and social connectedness using the mobile phone’ apps’ (2012).

The CFP is also available as a PDF.

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