Today’s computing trend is one of being in the “cloud.” This server based computing is extremely convenient and productive. But, a lot of people still do not understand it. Volumes have been written about how useful it is, especially for academics (and I will link some of those posts later), but today, I want to talk about how I use it. Continue reading
Social media is a tool. Like any other tool, it can be misused. I have already done a post on how to use social networking for a job search. Many of the same rules apply to your online presence once you find a professional position. Actually, once you are in a position, even more rules apply.
Your institution may have specific guidelines governing online conduct, especially when you interact with students. There are some overreaching guidelines, such as FERPA, which much be followed anytime you deal with student information and contact. So while it is one thing to post “The grades have been posted in BlackBoard/Moodle/etc,” it is an entirely different (and unacceptable due to lack of security) to discuss individual grades over Facebook Chat. But instead of a discussion of all the different requirements, I’m just going to talk about what I do, and how it has been working for me.
Students spend an insane amount of time on Facebook. But if you’ve ever walked through a computer lab, or stood in the back of a classroom while they had their laptops open, this will not come as a surprise. So, to reach the students where they are, I have a Page and a Group (I’m trying to decide which I like the best. At the moment, I’m leaning towards the Page).This prevents most of the privacy concerts since under both of these systems, while I (the instructor/advisor) can see what they post related to the class, I cannot see anything else that is posted by the students. We are not direct “friends.” If a student sends me a friend request, I will approve it, but unsubscribe to the updates, and add their profile to a group that only has limited access to my page. I don’t have anything unprofessional on there, but there are some activities (I’m in politics, remember?) that I’d rather not have students see. I have never, and probably will never, send a friend request to a student.
Twitter I use more for professional networking. NACADA has an excellent discussion forum established with certain hashtags and also has a weekly chat with advisors which is very informative. LinkedIn also is an excellent tool for networking and asking questions. Their groups have excellent forums and you can select email notifications at daily or weekly intervals.
Basically, use of social media is what you make if it. Remember that you are the professional, and the students are – well, students. It is up to you to preserve the sense of decorum and professionalism. If things start slipping into a gray area, use it as a teachable moment and correct the situation. I list things in class that students do not need to have on profiles. I never call anyone out, but every time I go through the list, there are plenty of shocked expressions. There are many times where it is obvious they have never even considered that underage drinking, portrayal of illegal drug use, or sexual or obscene imagery posted on a public site might have negative repercussions in the future.
As long as the professionalism is maintained, social media is a great tool for education. It allows us to engage the students where they are and to make the material relevant to their everyday lives. The challenge is for the educator to ensure that no ethical, legal, or moral lines are crossed (don’t use it to set up dates with your students, obviously) and that the portal of social networking is one that is advantageous to the student.
Anyone who has been involved in academia for longer than a drop/add period will know that there are only three things in the life of an academic: teaching, service, and research. How those three balance will depend on the institution, but all three exist and are at the core of everything that is done throughout the course of the week, month, and term. At least with research and teaching, social networking and other Web 2.0 resources can be extremely valuable.
Unless you’re lucky enough to have your service be as a webmaster (like me), most of the time it involves conferences rooms and reheated-one-too-many-times Chick-fil-a (this may be a phenomenon isolated to Georgia). For teaching and research however, there is a fair amount of human interaction that does not involve high-gloss large tables.
As for research, at least in my field, I think it is safe to say that I am by no means confined to one location. My “lab” is anywhere with a good Wi-Fi signal and my notebook computer equipped with J-STOR, SPSS, Mendeley, and Microsoft Word. So, if I’m collaborating with someone on another part of campus it is quite easy for me to pack up and go have a face-to-face meeting with them. But, what should be done when faced with a collaborator who– instead of being down the hall or across campus (I’m one of 3 political science instructors at GMC Milledgeville right now and the only one with a focus in policy) – is in another city or even another state?
Of course, you use technology. You talk via GTalk or Skype. You edit your documents in the cloud or make use of a research wiki. You use Dropbox to share data files. The research goes on unimpeded by the distance and the sphere of knowledge is expanded.
I would estimate about 90% of “teaching” is done in the classroom. But it would be absurd to even consider the idea that 90% of learning took place in the same location. Today’s students live online, mainly through social media. I draw heavily from outside readings and historical documents for my different classes. Why would I use paper to give out hardcopies of 10 page articles to 50 students in my classes when I can post a link on a Facebook group? Yes, I could post that same link on Blackboard, which I normally do. But, students – in my experience – spend far more time on Facebook than they do on whatever course management system is used by your institution.
I will be the first to say that clear guidelines need to be developed for professionalism in media. Sometimes there are institution wide policies governing faculty and staff conduct. And even if there is not, a wise instructor would still govern himself or herself with the highest sense of decorum. How to do that is up to the individual. But, my next post will discuss how I use each individual platform and how I use them to interact with students. It may not work for everyone, but it has – at least so far – worked well for me.
Faculty Focus has released a report on Social Media Usage Trends among Higher Education Faculty [pdf]. To me at least, the results are not at all surprising. Social networking sites (the focus of the survey was Facebook, LinkedIn, and Twitter) are more popular than ever and continue to grow rapidly.
When the children of this technologically advanced generation enter the classroom, they expect to find many of the same elements as they use in their everyday lives. Can this technology be leveraged for use by the Academy? I assert that it can.
My first conference paper (which I’m not linking… I wrote it as an undergrad and it is quite obvious) discussed this issue. How can faculty utilize these “Pedagogical Portals” in a way which students will accept and yet still preserves the decorum and professionalism of the classroom? With the rise of electronic note-taking systems, where do the instructors draw the line at allowing technology to be utilized in the classroom? The first statistic which surprised me was while nearly 83% of instructors allowed laptops in the classroom, only 52% allowed smartphones (no mention was made of tablets, such as iPads). A 31-point difference in device which can cause the same distractions as well as be used for the same legitimate educational purposes.
Social media is not foreign to academics. Nearly half (44.6%) of survey respondents replied that they use Facebook daily. Only 14.6%stated that they never used the service. Now, I’m not going to walk through every single response (there’s a reason I posted the link…) but I did want to mention some of the quotes.
One of my favorites is “Facebook is a backyard barbecue, Twitter is a cocktail hour, and LinkedIn is a business luncheon” (p. 9). That is the best comparison of the three sites I have seen. But still, the detractors remain. One respondent stated that using social networking is a “Bunch of nonsense. Just use the telephone and e-mail is enough to communicate when not in class” (p. 19). While I admit it is a bit annoying to realize a student is bombarding you with messages – no matter the forum – at one in the morning, the educational paradigm has shifted. An individual exists and interacts in cyberspace nearly as much as they do in the physical realm.
Students come to campus. They live on campus. But they also exist in the land of technology. Study groups no longer have to be in the same room. In fact, they rarely are. I have both given and received tutoring over Skype, GTalk, AIM, and Facebook Chat. If you look at the acknowledgements in my thesis, one of them is to a friend who kept me company via instant messaging during many mutual late-night writing marathons.
To me the answer is clear. Faculty need to be involved in social networking. But there must also boundaries. The answer is not to run from the issue – say, by banning laptops or smart phones from the classroom –but to engage in the novel ideal of EDUCATING our students. We must explain to them what is appropriate and what is not. We must have clear expectations of appropriate behavior with technology. But, we should not, we cannot, fear the technology.
I had planned on discussing how I make use of social network and technology. But, given the length of this post already, I believe that is a topic for another day. Be looking for that post soon.
One of the things I enjoyed the most about working campaigns was the message. Should the candidate wear a suit or a blazer? Take the jacket off or leave it on for the speech? Do we wear our red campaign t-shirts while working a Northside High School football game (Hint: BAD idea…Especially when they are playing in-county rivals Warner Robins)? We had message grids, calendars, and background information on everywhere we visited. We wanted the candidate to be presented in the best possible light whatever the situation.
Why dare I venture on down this road with tales of the glory days in the campaign trenches? Well, students are faced with a similar dilemma. While this may not be as much of an issue for undergrad students, grad students and recent graduates have their own personal branding become paramount.
Once you start presenting at conferences, and once you start into your job search, and really, once you start becoming a part of the larger academic community, people are going to start wanting to know more about you. What information about you is out there on the internet? Some things are there forever. Some licensing information is in public databases which make it WAY too easy to find home addresses. The fact that you are licensed in something is not a bad thing, but the personal information that goes with it is far from a best case presentation. So, what to do? Control your online image.
I’m “lucky” in that my name is fairly common. For that reason, many things, like licenses, are buried between New York Times articles, music review sites, and photography portfolios. On the other hand, if someone is looking for information about me for a legitimate purpose it can be difficult to find.
For that reason, in any professional setting, I use my full name. It’s long, but it makes me unique. And since it is fairly unique, it is easy for me to control the message. I also have other resources set up to drive traffic. I use LinkedIn, Facebook, and Twitter on a regular basis. I also use Academia.edu, Mendeley, and LibraryThing. All this information I consider public and censor my posts accordingly. I use Google Analytics to keep track of keywords people use to find my content, how many visitors I’ve had and from where, and other useful data. (Sidenote: To my regular reader from Ohio, please feel free to send me a message and let me know how you found the site. I haven’t been able to figure that one out yet.)
Basically, control your professional online appearance. Justas you would never show up for a job interview in shorts and a t-shirt, you don’t want the first thing people see when they run a search on your name to be pictures from your last spring break trip. (Wait, you’re academics. Why are you leaving your lab for spring break?) Control your online image, control the story, and publish the content you want people to see.
Other helpful links:
- Personal Branding Blog
- ProfHacker: Being Social by Natalie Houston
- ProfHacker: Twitter, Teaching, and Impersonality by Jason B. Jones
- ProfHacker: How to Start Tweeting (and Why You Might Want To) by Ryan Cordell
- ProfHacker: A Framework for Teaching with Twitter by Mark Sample
- ProfHacker: Using Twitter and QR Codes at Conferences by Katy Meyers
- ProfHacker: How to Hack a Conference (AKA Attend One Productively) by Brian Croxall