Facebook Guide for Educators

7/29/2019 Facebook Guide for Educators

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FACEBOOKGUIDE FOREDUCATORSA tool for teaching and learning


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Contents

WhatisFacebook?

2

Whydidwedothis?

2

Whatdidwelearn?

2

Whoisthisguidewr

ittenfor?

3

Howwewrotethisguide

3

Facebookasatoolfo

rteachingandlearning

4

UsesforFacebookin

andaroundtheclass

room6

Facebookinthereal

worldWellingtonC

ollege8

Facebookinthereal

worldLondonNau

ticalSchool

10

Appendix

GettingstartedwithFacebook

usefultools,pri

vacyandsafety

13

IntroducingFaceboo

katyourschool

whatcanhelpm

aketheprocesseasi

er?16

Acknowledgements

17


4/202 FACEBOOK GUIDE FOR EDUCATORS

What isFacebook?

Facebook is a social utility that connects us with thepeople, brands and organizations we care about.Founded in 2004, it has quickly become one o the mostused and visited platorms or people o all ages tocommunicate and connect with riends and others whowork, study and live around them.

By May 2013 there were 1.1bn people using Facebookaround the world, helping to make it a tool rich withpotential or learning.

Facebooks mission is to make the world more open andconnected. It is in this spirit that Facebook has beenworking with schools, colleges and universities to betterunderstand how the service can be used in and out oclassrooms as a tool or learning, and harness its potential

to improve learning outcomes or young people.

Why did wedo this?

This Facebook Guide or Educators builds on theorganisations growing portolio o work in the educationarena in the UK and globally including: Partnering with the charity Apps for Good to develop

an open source educational programme that willenable schools to teach young people how to designand develop their own social applications.

Work with the Gates Foundation to run anEducation Hack in London and the US. A group oleading developers were challenged to build socialapplications to assist learning and development.

The creation o a US Facebook for Educators guide

that highlighted some practical ways the service couldbe used in and around the classroom.

Commissioning a project and this guide rom The

Education Foundation, the UKs education think tank,to explore the use o Facebook as a tool or digital andsocial learning in two schools in England, details o whichare included in the case study section o this report.

What didwe learn?

In our view, Facebook is a vital tool or teaching andlearning in the 21st century and or making educationmore social. It is already being widely used in collegesand universities across the UK and globally, but it hasthe potential to be a game changer or teachers, schoolsand the classroom. It is a Swiss Army Knie o tools tounlock learning or young people within and beyondthe classroom. Facebooks community o 1.1bn usersgive it unparalleled power as a tool or research andcollaboration between students and young people and,given rapid changes in technology and e-learning,Facebook is in an excellent position to support the wayyoung people, teachers and other educators collaborate,access and curate new learning. Facebook tools such asTimeline, Groups and Graph Search have the potential torevolutionise the way homework is planned, completedand reported on its Homework 2.0. It can also be a greattool or teachers proessional development, providinga sae space or teachers to share their expertise andproessional practice within and beyond the walls othe classroom.

The teachers and students within the case study sectiono this report did ace challenges in getting started: opening up access to Facebook within their schools;creating a culture o trust amongst the students aboutusing their native communication tool or learning,

testing; and pushing the boundaries o existing toolsand also thinking creatively about how Facebook can beused in and outside o the classroom. But the ability othese and other innovative teachers and young people tothink outside o the box and use Facebook as everythingrom a method o reviewing and submitting homework,to making a Timeline o the Cold War, to posting videosand rich media on Dolly the Sheep while studying DNA! highlight the huge potential o Facebook as a tool orteaching and learning. The impact on the teachers andtheir proessional practice is also highly signicant inour small example alone it has radically changed the waythe teachers think about their planning and delivery inthe classroom and created a new dialogue with students

that starts rom the digital world they inhabit.


5/203FACEBOOK GUIDE FOR EDUCATORS

Who is this guidewritten for?

The guide is aimed at educators working with youngpeople within schools, colleges, universities, work basedlearning, ormal and inormal learning settings. It looksat the way in which Facebook can be used as a tool to:

Support subject teaching across the curriculum

Support out o school hours learning Encourage inormal social learning

Enable easy communication between students,teachers and parents

Support the development o digital citizenship skills

The guide aims to be practical and hands on, but is notexhaustive. Innovative uses o Facebook are beingdeveloped all o the time and as such we have createda Facebook or Educators Page run by educators oreducators, to share their experiences andrecommendations across the UK and beyond.

To like the page, and join the conversation visitwww.facebook.com/educationfoundationuk

How we wrotethis guide

We were commissioned to work collaboratively withFacebook and an expert group o teachers and educatorsto develop this guide.

In early 2013 we convened this group to share the visionor the guide and explore how best to produce a resourcethat was both practical and helpul to busy educators withexamples o how Facebook was being used in the UK.

We also set out to road test these ideas with schools,explore their journey in using Facebook and test Facebookscapabilities as a resource or teaching and learning.

In an intensive ew months, two schools, WellingtonCollege and the London Nautical School, were selectedas test beds or our ideas. We brought students toFacebooks London oce or an immersive workshopon the use o Facebook tools and to gather the views oteachers and students rst hand on its application in twodierent subject areas: History and Biology.

The subsequent weeks were spent working with theteachers and students to bring Facebook to lie in theirsettings and to produce the case studies shown onpages 8 to 11 o this guide. To avoid the tyranny o bestpractice, the examples are raw and uncut and showthe real journey that each school has been on to embed

Facebook in its work and the positive dierence it hasmade to the learning experience o teachers and students.

There are photos and video case studies o the two schoolsexperiences on the Education Foundation Facebook Page

at www.facebook.com/educationfoundationuk



Facebook as atool for teaching

and learningEducation systems around the world are undergoinga revolution in teaching and learning, with the adventand maturity o new technology driving new orms oengagement between students, teachers and the widerworld, powered by the web. Digital and social learningoten starts rom the perspective o where young peopleare accessing knowledge and learning or themselves.That learning is typically interactive, student centred,collaborative and on demand. It is oten outside o schoolhours, in non-ormal settings and increasingly peer topeer via their own riends and networks. Teaching and

learning is and will become much more social.

Young people today also have the ability to communicatewith anyone in the world using a variety o digital platorms,increasingly through mobile as well as static devices.These tools enable millions to connect with each otherand or inormation to be shared in an unprecedentedway. Questions have been raised about how we bestprepare young people or a digital world and the need ordigital literacy and skills or uture jobs and prosperity.What we believe is that giving young people access todigital platorms in schools, colleges and other learningenvironments provides them with essential core skills thatwill enable them to navigate their uture digital world and

enable them to be positive digital citizens.

This revolution coincides with the exponential growth andaccess to smartphones and mobile devices that allow accessto inormation in real time, at young peoples ngertips.Allied to this, cheap and ree online platorms are being usedby teachers and students to create and share knowledgeand learning inside and outside o the classroom and athome via virtual learning environments. Plus the newphenomenon o MOOCs (Massive Open Online courses)such as the EdX, Khan Academy, Udacity and Futurelearnand Mozillas Open Badges have started to change theway higher education and indeed learning is accessed,

used and accredited. It is in this rapidly changing landscapethat Facebooks work on the use o its platorm as a toolor teaching and learning can be placed.

As a result o our work on this project, we see Facebookas a vital tool or teaching and learning in the 21stcentury and or making education more social. It is anessential toolbox or educators in schools, colleges,universities and other learning settings to open up,inspire and catalyse young peoples learning. Fromtransorming the teaching o subjects across thecurriculum within the classroom, to the huge potentialor using Facebook or non-ormal and out o schoolhours learning in breakast clubs, lunchtime, ater school,weekend and holiday activities; rom young peopleliking each others work on a Facebook Page or Group,to young people making, creating and curating theirown content and learning; to the ways in which socialnetworks can be harnessed to engage young people ininormal learning in youth and community settings.

Ideas rom our research, expert groups and case studiesare shown in the ollowing table but the inspirationrom students, teachers, lecturers and educators keeps

on growing and we signpost you to some excellenceresources online to give you inspiration:

Quick links

Social Media for Schools Guide, Matt Britland,Guardian Teacher Networkwww.guardian.co.uk/teacher-network/2012/jul/26/social-media-teacher-guide

Mashable: Teachers Guide to Facebook

mashable.com/2012/10/29/facebook-for-teachers/

50 reasons to invite Facebook intoyour classroomwww.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/

The Why and How of Using FacebookFor Educatorshttp://theedublogger.com/2011/05/11/the-why-and-how-of-using-facebook-for-

educators-no-need-to-be-friends-at-all/

The advent o mobile will have a big impact on the structure o education - no walls to your classroom.This is where we have got to go as teacherswe need to make the learning experience tie in with what will benormal or students. Mobile technologies will eventually be used reely within classrooms and I can see threepossible uses: inormation exchange; crowdsourcing and challenge. How do we get to that stage with young

people and is this the best way to start that?

John Taylor, Deputy Headteacher, London Nautical School



Facebook in teaching and learning

Formal learning Non-formal and out of schoolhours learning

Wider applications

Creating a Timeline or FacebookGroup to support the teaching of

any curriculum subject

Creating a space and platform for

homework and revision resources

Running debates on topical issues

and hot issues in the media

Peer tutoring and support

A research tool to post, share

ideas, videos and resources

Creating Groups in schools to

make life easier for teachers

and staff

Organising a sports team or afterschool club

Pastoral care - making new pupils

feel at home at school or college

Creating and designing digital

making activities including

App creation

Organising TeachMeets or other

CPD activities

Informal support from friends

(likes) for projects and other

activities

Uploading social and video

podcasts to students/peers

Creating private Groups for

teachers across a faculty or

federation of schools/ colleges /

universities

A communication tool andbroadcast account with parents,

carers and the community

Enabling language students to

converse with exchange partners

overseas

Engaging hard to reach learners

in school/college and through

online learning

Providing inspiration in life skills

and enrichment subjects

Teaching digital skills for young

people and adults

Engaging young people in youth

and community settings

Enabling students to socialise and

make friends

Visit www.facebook.com/educationfoundationuk to download this as a pd.

We need to explain to teachers what Facebook andsocial could do - its about kids creating and curating -the social aspect rather than central control. It isnta bulletin board. The kids take it more seriously It isexciting when kids start talking to each other, orexample over a summer project. Students are alreadyhelping each other Another key teacher questionis How do I reach the hard to reach? With FacebookGroups you can see how many people have seensomething and get students to post something and get

it liked by a teacher or their peers. Its really powerul.

Debbie Forster,COO, Apps for Good and former headteacher

Schools are beginning to use Facebook Groups tocommunicate with students. This is a very powerultool or sharing inormation and collaborating withstudents rom a sae distance. Facebook Groups donot require members to be riends with each other.Members o the Groups can exchange fles, links,inormation, polls and videos very quickly. Anytimesomeone contributes to the group its member willreceive a notifcation. I you have the Facebooksmartphone app these can be pushed to your device.Facebook Pages can also be used to create a central

Page or students and teachers to share inormation

Matt Britland,Head of ICT at Kingston Grammar School



Create a space for revision resources

Facebook Groups can be quickly created, with their accesseasily limited only to a orm or year group. Pupils canbe invited by email. Files can be uploaded by the Groupadministrator, who can also begin debates using an inbuiltpolling eature. Pupils can be directed to the Group wherethey can easily access a set o resources or a specic subject,share links to resources and discuss revision assignments.Groups are quickly accessible to pupils rom their mobiledevices rom any location. Groups can be set up so they

are invisible to non-members. When a teacher adds anew le, question or post they are able to see how manyGroup members have seen and read the item.

Organise a sports team

Facebook Groups can be used to help sports teams orschool societies rom the cast o a play to a choir organize their activity. An inbuilt events tool enablesa teacher leading an activity to share a series oorthcoming events or xtures. The teacher is then able

to see which pupils will attend and can send urthermessages to conrmed attendees. For sports teams,teachers can post directions or map links into the Group,then answer questions rom team members i needed.

Set homework tasks

Facebook Groups are accessible on mobile devicesenabling pupils to quickly access homework assignments.I pupils miss a lesson or revision session, a clear seto homework tasks with supplementary resources canquickly be added by their teacher to a subject or classFacebook Group. The group ormat enables a class groupto discuss tasks among themselves, enabling pupils to

collaborate and learn rom each other. Pupils can easilypost links to useul resources into the Group meaningonce exam periods arrive they have an easily accessiblerecord or research resources and revision aids. Pollingtools built into Facebook Groups enable a teacher to setup a series o questions or debates or a Group o pupils.

Using Facebook pages to support revisionand homework in Key Stage 4 HistoryRuth Kerfoot, Chorlton High School

Chorlton High School uses Facebook to helpstudents with their revision, and keep studentsinormed about key exam dates. Ruth Kerootmanages the planning and delivery o history in

the school or students aged 11-16.

I use Facebook pages to assist my students withtheir revisionI create events on Facebook orthe exams, so that i students orget when theyare they can check on their phone in a matter oseconds. I post a revision timetable as a pictureon dedicated subject pages so that studentsknow what they should be revising and when,and I also post weekly reminders o what topicthey should be revising.

I also upload notes and diagrams to DropBoxand then link directly rom Facebook. This means

students dont have to go looking or materials -they are already there in one place and viewableon their phones.

Using Facebook Groups to shareknowledge among studentsMaraim Masoud, University of Southampton

Maraim is a fnal year MEng Computer Science

student working on the DigiChamps project at theUniversity o Southampton. The project providessupport to university academics and students.

Students use Facebook Groups and pages as aneasy way to get quick responses to questions. Itis like mass media but in a bidirectional way. Youcan hear many and many can hear you. As I am astudent, rom a student perspective, Facebookworks as a hub or contacting my course mates.We have a Facebook Group or our course/yearwhere we all post questions about courseworkand whoever knows, replies with inormation thathelps many in a very practical and efcient way.

Facebook making life easier for teachersMatt Britland, Kingston Grammar School

Matt is Head o ICT and a contributor to theGuardian Education blog.

I keep a track o every single Group thats runby the school and I think weve got sixteen orseventeen Groups going now. A lot o the moreexperienced members o sta are the memberso sta who are really keen to get involved; itactually makes their lives a little easier. I havealso set it up so students and teachers are notriends on Facebook. They communicate throughthe Group. It is possible by creating closed Groupsand emailing the students the link. They can thenrequest to join it and the teacher can approve.There is always that proessional distance.

Uses for Facebookin and around

the classroom



Communicate with parents

You can use Facebook Groups to communicate with a seto parents when ace-to-ace meetings arent necessary or example, to share inormation about an upcomingschool trip. You can invite parents to join the Facebook

Group via email and you have ull control over whetherstudents also have access or not. The Group acts as acentral hub or inormation so using the example o aschool trip, you can use it to share relevant sta contactdetails, itineraries and maps. You can even use it to keepparents updated during the trip itsel, or example byposting photos. As an administrator o the Group, youcan keep track o how many parents have seen and readcertain items.

Use Facebook Pages to enable Group

project work

Setting up Facebook Pages can be a dynamic andinteresting way or students to present project or Groupwork. You can post news, photos, videos, comments,competitions, and inormation relevant to your page.And at the heart o every Facebook Page is a Timeline,showing all that pages activity over recent days, monthsand years. Students can set up a Page relevant to theirproject or example, a history o the Second WorldWar and then post relevant images and articles tothe Timeline, pinned to dates when those major eventsoccurred. As they add more inormation, so theyll build acomprehensive Timeline o the era they are studying.

Enable language students to speak

to exchange partners overseas

Beore setting o on a oreign exchange trip set up aFacebook Group or all the sta and students. This willenable students to get to know each other beore the

trip begins and provides an opportunity to practice thelanguage too or example, you could agree a policywhere oreign students only post in their language andyour students only post in English, so they learn romeach other. Ater the trip itsel, students might want toadd each other as riends and again agree to alternatetheir communication between languages.

Set events for exams andessay deadlines

To ensure your students dont miss an upcoming examor essay deadline, you can set up an event on Facebook.Invite all the relevant students to that event theyllreceive a notication o the invitation and then whenthey accept, or join the event, theyll receive alerts whenyou or other members post inormation or update theevent details.

Collaborate with and learn fromother teachers

Facebook Groups can be a useul way to share resourcesand advice with other teachers in a private, closedenvironment. Updates rom the Group will appear in yourNewseed but they can be set up so theyre invisible tonon-members, meaning whatever you post is only sharedwith other members.

Using Facebook to make friendsMaria Barrett, LIPA

Maria is a senior lecturer at Liverpool Instituteo Perorming Arts. The Institute uses FacebookGroups to bring together incoming students, aswell as enabling networking with alumni.

Whats antastic about that is that students haveused it in a whole range o ways, in those earlystages they used it frst o all this year to arrangelunch, so on the frst day they were all going to bein Liverpool, they had lunch together, and whatslovely is that is that they elt like they knew eachother beore they started, they knew who eachother was, what their interests were and wherethey came rom.

Using a Facebook Page to inspire in lifeskills subjectsMartin OBrien, Kingston College

Martin works as the programme leader orService Industries (Travel & Tourism and PublicServices) at Kingston College. He uses a Page tostay in touch with his students, ensuring theyreup-to date with the latest course developments,and to improve students learning by sharinginteresting stimuli.

I use a Facebook Page primarily to give students

inormation about the course, such as assignments,hand in dates and trips. I also use the Page toengage the students and encourage them to readaround the subject, by sharing industry relevantarticles or photos rom exciting lessons andstudents doing adventurous activities.

I have ound the Page to be a great resourceor interacting with my students, as its easy touse, inormation is easily accessible, and aboveall students are comortable with the platorm.Id recommend teachers use Facebook in theclassroom, especially in lie skills subjects likemine, where sharing inspirational content is agreat motivator or students.



Facebook inthe real world

WellingtonCollege

About the school

Wellington College, built as a national monument to theDuke o Wellington, was ounded in 1859 and is locatedin the village o Crowthorne, Berkshire. It is a one o theworlds top co-ed boarding and day independent schoolsand currently has just over 1,000 pupils aged between13 and 18. Wellington is a pioneer o innovation and

new thinking, oering Well-being and Mandarin in thecurriculum, sponsoring Wellington Academy in Wiltshireand running the Festival o Education. It oers theInternational Baccalaureates Middle Years Programmeand Diploma Programmes, as well as GCSE/IGCSE andA Level. Wellington also has two schools in China,Wellington Tianjin and Wellington Shanghai.

Teaching the Cold War our

Facebook journey

The school selected 13 students in Fourth Form (Year 10)

who study a mixture o IGCSE and IB MYP History, with achosen topic o the Cold War rom 1945 to 1962.

The class visited Facebooks London oce or an immersionsession in April 2013 where the students and teachersdiscussed the implications o using Facebook at schooland the settings they could activate to keep their personaland proessional (or educational) use o Facebook separate.

The session sparked a lot o excellent ideas about howFacebook could be used as a research tool or their ColdWar project, as well as its potential in other subjects andcross curricular applications.

The class then looked at how best to use Timeline or theirproject, inspired by the successul Tower o London Page.

So, as an initial step towards the collaborative process ocreating their own Page, the class set up a Wellington CollegeCold War Group which teachers and students could use tocommunicate privately with each other and share ideas.Back at base, it took longer than envisaged to get underwayas there was a block on Facebooks use within school timeand urther teething problems involving gremlins in theschool system. The teachers worked with their ICT team tond a way around these challenges though, in particularby using a guest log on to get round the block on Facebook.

Then they ound the Group which the class had alreadyset up was a useul starting point, as used it to share theColleges own e-textbook along with a chronological tableo all the events they aimed to cover (rom the YaltaConerence to the Cuban Missile Crisis). The Groups admins the teachers had ull control o the membership socould keep an eye on which students had joined up.

They ran two sessions per week rom 5pm to 5.45pm, with

students also working on it independently. Soon theywere ready to start using Timeline to tell the history othe Cold War, which required them to set up a Page.

Unlike Groups, Pages are public on Facebook but to theteachers delight, pupils were happy to like the Pagewithout them having to promote it!

Their rst step was to transer all the events rom thechronological table onto Timeline, and then they startedto build on them by adding more detailed inormation,images and links to other useul sites. The page began toll out nicely and as pupils learned more about the topicit started to open out. It also proved to be immensely

useul or extension one pupil had a particular interestin Romania, and another in the Berlin Wall, so thisallowed them to go beyond the scheme o work and addto the Page as they wished.



The nal result the Wellington History College DepartmentPage (www.facebook.com/educationfoundationuk#!/pages/Wellington-College-History-Department/483441971728348) is very impressive and proved to be a really useultool in preparing or their end o year exam. For example,their rst exam question always addresses chronology,meaning the Timeline is directly applicable as a revision aid.The subsequent questions tackle impact and causationand, again, the Timeline exercise proved extremely useulor pupils as they couldnt structure answers based oncause/event/consequence with kinesthetic learnersespecially benetting rom the layout o the page. Italso proved to be a genuinely collaborative experience,with pupils working in pairs and discussing progress andstructure in wider groups in the timetabled sessions.The creation o the Facebook Timeline or the Cold Warhas been seen as hugely helpul and is now an activelyused and integral part o the teaching o the subjectat Wellington. In the past, a lot o the inormation had

been shared as a pack o physical resources or on cards,but now teachers and students can interactively walkthrough an event and understand its relation to otherswithin the same time rame.

The experience was positive

throughout. Pupils really enjoyedusing it as a learning platorm andthe end product showed that it was

an excellent tool or teaching andresearch. There is real value to be hadhere, and it is a great way to get pupilsusing social media in an exciting way

Robin MacPherson, Head o History at Wellington College



Facebook inthe real world

London NauticalSchool

About the School

The London Nautical School, a comprehensive secondaryschool or boys, was ounded in 1915, ollowing the ocialreport into the loss o the Titanic. The school serves awhole London catchment and has 694 students, witha mixed 6th orm, and is situated on the south bank othe River Thames, in between Blackriars Bridge and

Waterloo Bridge.

Teaching DNA and Cloning

our Facebook journey

The school took 26 students rom a Year 9 science class tovisit Facebook HQ or an immersion session. Ater a livelybrainstorm, the students and teachers came up with awide range o ideas about how Facebook can be used tosupport their work in Biology in particular on DNA andcloning, including using it to comment on each othershomework and as a tool or researching subjects.

Once back at school, a private Facebook Group wascreated by Science teacher Ben Ford, who also arrangedto unblock access or the students to use or the project.This was relatively straightorward to do in lesson timeand eventually students became more condent to postand share inormation using Facebook as their mainmode o communication.

A set o Facebook Pages were created by students on thehistory o cloning, history o DNA as well as a group setup to debate the ethics o genetics. The class was alsogiven iPads to research events and to put together videosor other content where they could openly discuss both

sides o the debate around cloning to then post up on theFacebook Timeline.

It was the rst time they had used iPads or video contentand its use as a research tool enabled rich and interactivecontent to be curated and used or the project.

The project started to come alive through the use oFacebook as a scrapbook and a tool to post videocontent created by the students. These included a videoon Dolly the sheep, a Question Time-style documentarydebating the pros, cons and ethics o cloning and a WhoWants to be a Millionaire show where all the questionsrelated to DNA and the topic being studied. From herestudents then began sharing ideas and commentingon each others work, to critique and peer assess oneanother, through liking and commenting to showsupport and discuss ideas.

As the third and nal step, the boys organised the workthey had submitted to the Timeline into chronologicalorder, using the site to understand the preliminaries andrepercussions o each event.

Ben Ford identied Facebook as a motivating tool orstudents and or those who are kinesthetic learners.It is also perceived as a great toolbox or opening up

lessons and ideas to a much wider audience and alsoor the students to comment on the progress amongsttheir peers. A key point or him was the need or greaterscience communication as a key part o teaching o thesubject and how Facebook can provide the ideal mediumor this.

There have been issues throughout the project aroundpeer pressure in the orm o reluctance o some studentsto show that they are doing school-based work on theirsocial pages on Facebook. Its not cool to show an interestin DNA and cloning! But the students enthusiasm or usingthis as a tool to help support their homework, researchand collaborative work has been exceptionally high.

Ater the project completed, Ben was still keen to exploreother ways o using Facebook interactively with students including a planned visit to Kings College to see theplace where DNA had been discovered and to take videoand record interviews with current proessors andacademics working in the eld. Discussions were alsotaking place about extending the use o Facebook acrossthe school to other curriculum subjects and applicationsuch as in enrichment activities, or intensive workwith other groups that students themselves ran andin supporting teachers proessional development viaclosed and open Groups and Pages.

Facebook is a valuable resource in

the teachers toolkit which can beemployed in the classroom to engageever more tech savvy students. Theexperience has been enjoyable ormysel and my class as we interactedin a resh, new environment

Ben Ford, Science teacher, London Nautical School



APPENDIX

12 FACEBOOK GUIDE FOR EDUCATORS



Getting startedwith FacebookThis simple guide can be downloaded rom

www.facebook.com/educationfoundationuk

Who can join Facebook?

Anyone aged 13 or over can join Facebook. Perhapscontrary to what you may think, Facebook isnt just aplace or young people. 33 million people use Facebook inthe UK, and people o all ages and backgrounds visit thesite every day. Facebook is and always will be ree to join.

Facebooks real name culture

I you are new to Facebook you may be unaware thateveryone using the service must do so using their realidentity. From the beginning this has been at the core oFacebooks mission so that people can have authenticinteractions online. People treat each other better whenthey are using their real identity and they are surroundedby the people they know and care about.

Personal and professional

There are a wide range o powerul privacy tools that,alongside Facebook products like Groups and Pages,enable teachers and educators to quickly make dierentparts o their lives visible to dierent people. Itsimportant that as part o using your authentic identityon Facebook, you only have one prole.

Beore you start using Facebook in the classroom youmay want to take a little time to check your privacysettings to ensure that you eel comortable with whatyou are sharing with people rom school.

Creating Pages and Groups

You can use Facebook as a communications hub inseveral ways. For most teachers and educators, pagesand Groups will be the two key tools.

A Page is public, which means that anyone can view it.Anyone can like a Page on Facebook, and students whodo will see updates in their News Feed.

Groups enable you to communicate to a smalleraudience and allow you to limit membership to onlythose you approve.

Using a Page or a Group is a great way to use social media

with your students without blurring the line betweenyour proessional and personal lives.

You can interact with parents, students and colleaguesvia your Page or Group by calling it something likeMr Bloggs Drama Year 11 drama class and encouragingpeople to sign up verbally or via email.

To set up a Page visit: www.facebook.com/pages/create/

To set up a Group go to the Groups section on your sidebarand click on Add Group.

Useful privacy tools

Facebook provide a number o privacy tools to make iteasy to control the inormation you share with dierentgroups o people.

The composer

Your privacy starts with you and the audiences you chooseto share inormation with. Whenever you add a post, photoor link and share it on Facebook, you will see the composer:

Click on the drop down menu next to post and you canselect the audience who will see the content:

Simply select the audience you wish to share with. Choosingcustom gives you lots o fexibility you can, or example,choose to share the post with certain lists o riends, oravoid sharing the post with a specic list o people.

In practice, this means you can send a status update abouta sports result to a Group o riends on Saturday aternoon,a message asking people to come to a barbeque to a listo your amily members on Sunday, and an inormativearticle to your colleagues on Monday.



Using lists

To learn how to set up lists, please visitwww.facebook.com/help or search the Help Centreat www.acebook.com/help or How do I use lists toorganize my riends?.

The view as button

Use the View as button on your Timeline to see whatyour Timeline looks like to dierent people rom peoplewho arent your riends to riends.

To use this tool, go to your Timeline and click the buttonthat looks like a cog. This is on the right below your coverphoto. This will open up a drop down menu. Just clickView As and choose how you would like to previewwhat your prole looks like to other people rom riendsto colleagues or pupils and members o the public.

Your activity log control who can

see your information, posts and

content from one page

Your activity log is one place where you can see all theinormation you choose to add to Facebook, and all theinormation your riends add to Facebook that relatesto you.

This tool enables you on a post by post basis to controlwho can see the inormation you add and the posts andphotos you are tagged in by riends

To access your activity log, click the button on the righthand side o your cover photo:

To use activity log to quickly check, or example, who cansee photos o you, click photos in the let hand column:

Click photos o you to see a list o photos added toFacebook by you and your riends. I a riend has addedthem to Facebook you may wish to better understandwho can see them. You can do this using the audienceindicators at the right hand side o each image. Hoverover this button and a popup will appear detailing whichaudiences the image has been shared with.

O course, i you are unhappy with the audience thata photo you have been tagged in then you can alwaysuntag yoursel rom the photo or change the audiencevia your activity log.

To untag yoursel rom an image, simply hover on theaudience button again, scroll down and click Remove Tag:



I you have posted something on Facebook, you can useactivity log to select the audience that can see the image.Select your posts or your photos rom the let hand menu,then hover over the audience button by the post. A popup will display the audience that can see the content:

Simply click on the audience button and select anaudience to change the visibility o the content:

Timeline review

With activity log you have ull control o the visibility oyour inormation. I you have large numbers o riends

you may wish to pre-approve the appearance o postsand photos on your Timeline. You can do this using theTimeline review tool.

Turning on Timeline review simply ensures you receive anotication when you are tagged in a post. You can thenvisit the Timeline review area in your activity log to addthe post to your Timeline i you wish or hide the post:

To turn on Timeline Review, visit your activity log, selectTimeline Review rom the let hand column, click thesettings cog at the top right and ollow the instructionsin the pop up:

Solving problems

Facebook community standards

Facebook has a clear set o rules that everyone agrees toabide by when they join Facebook. These can be read at

www.facebook.com/policies

Reporting inappropriate content or

behaviour

Facebook has an extensive reporting system giving youcontrol over the content you see across the site. I you comeacross content or behaviour that makes you, colleaguesor your pupils uncomortable, use the reporting toolsnext to the content to report it to Facebook.

Facebook works closely with the UK Saer Internet Centre,CEOP, the police and saety experts to help protect peoplerom harm.

You can learn more about the work o the UK Saer InternetCentre here: www.saferinternet.org.uk/about

Once you have reported the issue to Facebook it will bereviewed by a highly trained member o Facebooks UserOperations team.

You can check in on the status o a report you have madein the Reporting Dashboard. You can nd this in youraccount settings area:

Blocking other people

You and your students can also block another personrom nding you in a search, viewing your prole, orsending you a message. To block someone on Facebook,visit their Timeline, press the cog button on the righthand side o their cover photo then choose Report/Blockrom the drop down menu.



Every institution is dierent, and we have ound anopenness towards digital technologies in the schoolswe have worked with. In our conversations with teachersand school, they have learned a great deal about howbest to go about introducing a new platorm such asFacebook. You may nd the below tips useul:

Get leaders on board - Get your headteacher, seniorleaders and governors to understand the benets orlearning, engagement and communication

Talk to ICT - identiy and unblock Facebook accessrestrictions or teachers rst so you can test ideas andprojects with colleagues

Start simple experiment with the use o aFacebook Page or Group where you can test the toolsand technology

Privacy - i you are working directly with students- adjust your own privacy and security settings onFacebook and get them to do the same

Start outside the classroom - Consider starting to use

Facebook in an out o school hours learning activitylike a sports team or drama Group

Test ideas use ellow sta members and pupilsto explore what works and doesnt work to developand test your ideas across subjects to extend thereach o the initial project, inormally test andevaluate its impact

Share your ideas - use the Page we have createdat www.facebook.com/educationfoundationuk tohelp us to build a community o expertise in using

these tools.

Introducing Facebook at yourschool what can help make

the process easier?



Acknowledgements

The authors o the guide Ian Fordham andTy Goddard, Co-ounders o The Education

Foundation, would like to thank the Facebook UKteam or commissioning this guide. We would liketo acknowledge and recognise the considerableeorts o Robin McPherson, Maggie Chodak,Dr Anthony Seldon and Dr David James romWellington College and John Taylor, Benjamin Fordand Hyder Dastagir rom London Nautical School,plus the students rom both schools or theireorts in sharing their learning or the researchand case studies produced in the guide.We would also like to thank members o the expertgroup Lee Hazzard, Jonathan Molver, Debbie Forsterand Lizzie Deane or their time and expertise inshaping and commenting on the guide to ensure itrefects the needs o educators working in the eld.

We also thank the many contributors to casestudies who have started to use Facebook as a toolor teaching and learning across the sectors:

Wellington College

London Nautical School

Matt Britland, Kingston Grammar School

Ruth Kerfoot, Chorlton High School

Maraim Masoud, University o Southampton

Martin OBrien, Kingston College

Maria Barrett, Liverpool Institute o Perorming Arts


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The Education Foundation 2013

The Education Foundation HQ

Hub Westminster1st FloorNew Zealand House80 HaymarketLondon SW1Y 4TE

[email protected]/educationfoundationuk

Documents

Facebook Guide for Educators