The term 'social software' is fairly new and is used to describe an emerging genre of tools in many different contexts. The concept embraces a substantial number of technologies which are often integrated. In the context of distance education, Anderson (2005), defined 'educational social software' as :
"... networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, identity and relationship."
Dalsgaard (2006), described social networks as:
"...connections or relations between people engaged in different kinds of communication. Communication can be one-way as well as two-way and synchronous as well as asynchronous."
Social networking technologies were not designed specifically to support academic activities, but some, such as wikis, blogs, and social bookmarking services are easily adaptable for that purpose. Others however, require effort to repurpose their functions for formal learning environments.
Facebook was launched in 2004 as a Harvard University-only site, but slowly expanded its service to include college students with active .edu email accounts. In 2005, it opened its doors to high school students, but they had to be inivited to join. Today, Facebook is open to anyone and its membership is growing at the expense of its closest rival, MySpace.
In the beginning, Facebook members regarded it more like a country club where college students could privately socialize. Today, there is a lot of discussion about online safety, but at the time, some students largely ignored safety measures and freely shared very personal information on the Web. As we now know, such a laissez-faire attitude only escalates certain vulnerabilities including stalking, and facilitates unethical behavior from ill-intentioned users of social networking websites. Now that Facebook is open to everyone, and attention about security is widely covered on campus as well as in the media, perhaps students are more cautious about the type of content they share, and the caliber of individuals they invite to share that content. Unethical behavior in social networking websites does occur, and individuals should be aware of it. An informative report on this issue is "Cleaning Up Their Online Acts" reported in the magazine Inside HigherEd. The author cites a case in which a 'social networker' reported a problem, but nothing was done about it. The article further describes incidents involving students and Web use at various institutions and how they were handled.
This video by the Office of the Privacy Commission of Canada is a fitting illustration of the realities of sharing information on the Web. The sheer number of students who use Facebook regularly begs for a need to raise awareness of real and potential problems, at least for the benefit of the cautious and the novice. Facebook has a number of privacy features, and members should learn to use them.
Today, it is not unusual to see students walking into the campus library, for example, without the usual 'tools of the trade' - book bag, pen and paper. The same students spend alarmingly many hours logged into some social networking website, chatting and sharing information with a select group of friends or even strangers. The popularity of Facebook perhaps can be explained by its capacity to fulfill very basic human needs - to socialize and satisfy our curiosity about fellow human beings.
Although extensively used by college students, Facebook is perhaps regarded as a personal space owned and controlled by the members, who probably want it to remain that way. In spite of its potential to enhance learning, its adoption for educational purposes does not yet appear to be widely reported. This is not say that Facebook has not been considered for use in higher education; in fact it has, as reported in this higher education institution's news release. Furthermore, some in-depth studies on Facebook have been conducted such the one found on this link.
Even though some students already use Facebook for academic pursuits, perhaps the need to invade spaces created for socialization among mutually-constructed social groups may seem unpallatable to some instructors. The majority of students, however, probably use it to escape the rigors of academic work, and would like to see it remain purely as a social outlet, free of any academic activities. It may also be accurate to state that instructor awareness of social networking tools is minimal at best. Those who are aware of such tools, may feel that other less controversial alternatives already in use are more suited for enhancing learning. Facebook is, at the moment, not one of them. The future might hold a different tune for the 'Facebook generation'. In addition, a fresh assessment of current core beliefs about the place of emerging social networking tools in education is imminent.
Further Related Reading:
Heer, R. (2007). My Space in College: Students Use of Virtual Communities to Define their Fit in Higher Education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 2357-2363). Chesapeake, VA: AACE.
Lorenzo, G. , Oblinger, D. , & Dziuban, C. (2006). How choice, co-creation, and culture are changing what it means to be Net savvy. Retrieved July 15 2007 from https://www.educause.edu/ir/library/pdf/eqm0711.pdf
Rishi, R. (2007). Always connected but hard to reach. Retrieved July 15, 2007 from http://www.educause.edu/ir/library/pdf/eqm0721.pdf
Author unknown. (May, 2006). MySpace, Facebook, and other social networking tools: Here today, gone tomorrow? Retrieved July 26, 2007 from http://knowledge.wharton.upenn.edu/article.cfm?articleid=1463#
It has been a while since I wrote about Facebook and Distance Education. Judging from the statistics on the interest in that post, I thought it would be a good idea to share new perspectives on the subject.
