Mobilizing Faculty into the Future: Using Online Technology as Teaching Tools

Methodology 2 - Process:
1. I set up the Facebook page specific to the independent study. For instructions, visit https://www.facebook.com/
media/set/set=a.171939742861067.56325.160213990700309
2. I customized the page: a corresponding cover and profile picture to match the first unit on the history of adolescence,
an overview of the page’s purpose, and an initial post. Note: I changed the profile and cover pictures for
each unit; this was a small touch with a big impact.
3. I discussed the page with my students the first three meetings and required them to like the page by the end of
meeting three. I would encourage instructors to include a passage in the syllabus with the page address.
4. Students started posting on their own almost immediately; I did not require posting. You might consider optional
posting, assigning weeks for students to individually post new information for discussion--much like we assign weeks
for leading discussion in class--or requiring them to post weekly.
Methodology 3 – Practical Issues:
A course Facebook page is a relatively easy tool to implement. It takes very little time to set up a page and the instructor
is able to determine how much time will be spent each week on posts. Luckily, we live in a Facebook society:
YouTube, news sites, and miscellaneous web pages have the “share” button available, which means posts can be
submitted in one click.
The page can be customized as well: cover pictures and profile pictures can be changed to coincide with each new
unit in the course.
Methodology 4 – Effectiveness:
For this specific independent study, the Facebook page promoted student engagement outside of the meetings. It encouraged
students to consider the course content in relation to what they saw and experienced in the “real” world.
Students posted videos or articles that related to our theory readings or young adult literature in general. For example,
one student posted an article about how the gender of the author seemed to determine the cover art of young
adult novels. This was posted during our gender studies unit and became relevant to our in-class discussions. Another
student posted a parody video of Harry Potter, which led to an online and in-class discussion of fan fiction and its influence
on readers. I often posted articles to supplement our readings and discussions, and posted discussion questions
and summaries to help students as they worked on new theory during the week.
The Facebook page was very effective in supplementing the independent study, increasing student engagement, and
creating a “community” among my students and myself.
Methodology 5 – Disadvantages:
Students must check the page and check it often. Because students were not required to post, sometimes one student
would miss a post during the week and would not be able to participate in the related conversation. This was
definitely a hindrance.
Additional Information:
The page was a success; I will be looking at ways to incorporate Facebook in my future classes. It will be a requirement,
however, in all independent studies.
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