• October 25, 2014

New College Social Networks, Unlike Facebook, Foster Academic Interaction

Universities are turning to social networking to create online learning communities that mix serious academic work, and connections among working scholars, with Facebook-style fun.

At the City University of New York, a new project called Academic Commons is connecting faculty, staff, and graduate students across the system's 23 institutions. The CUNY-only network allows its more than 1,300 users—out of a potential user base of 10,000 eligible students and faculty and staff members—to write and share blogs, join subject groups, and participate in academic discussions.

"We're trying to create a kind of online virtual community that is open and organic in its nature," said Matthew Gold, Academic Commons' director.

Another effort, at the University of Pennsylvania, is connecting online learners in a similar fashion. And unlike the original Facebook, celebrated in the movie The Social Network, these platforms build scholars and administrators in.

As Mr. Gold put it, "You may not want to friend your dean on Facebook, but you still want to be connected to your dean."

At CUNY, registered members of Academic Commons get their own publicly accessible profile, where they can post information about themselves and link up with friends in groups online. Such groups focus on topics that include open-source publishing, graduate admissions, educational games, and—on the nonacademic side—New York City pizza joints. "It allows members of the CUNY community to find one another," Mr. Gold said.

In the fall of 2008, the university's Committee on Academic Technology, which includes faculty and administrators from each CUNY campus, met to figure out what a systemwide social network should look like. Rather than setting the Academic Commons in stone, the committee decided that it would leave the platform design—and the source code—open for user input, allowing it to evolve over time.

Monica Berger, a technical-services and electronic-resources librarian at CUNY's New York City College of Technology, said the site has helped her connect with faculty members and fellow librarians she otherwise might never have met. "It really is about networking," she said. "It's a way to see what your colleagues are involved with, what they're doing, what they're interested in."

Online and Global

The University of Pennsylvania's College of Liberal and Professional Studies used its social-networking platform, Open Learning Commons, to foster student communities in online learning courses. The site lets faculty members post course material online and allows students to download, blog, and discuss the curriculum in forums.

Since the platform made its debut in the spring of 2009, it has hosted close to 2,000 students in 44 online courses. The college has also made some course material and class discussions—including a course on global environmental sustainability leading up to last year's climate-change talks in Copenhagen—available to the public to read through and comment on.

"We're really excited that we created an online space that a global audience could come together and interact around with Penn content," said Lisa Minetti, a Penn curriculum design and assessment specialist who helped build the Commons.

According to Nora E. Lewis, vice dean of the college, faculty members have also been receptive. Ms. Lewis said that a music professor teaching an online course found the platform especially convenient for collecting feedback from students to guide the curriculum. "The student-to-student interaction drives the teaching," Ms. Lewis said. In traditional classrooms, students "don't get to extend the conversation in between the live sessions," she said.

Mr. Gold and Ms. Lewis said they had been in contact with a handful of universities interested in setting up social-netwoking sites of their own.

Academic Commons users have been posting open-source code written for Academic Commons, allowing it to be adapted by Web developers at other university networks.

Ms. Lewis says that universities seem to be exploring new ways to incorporate social learning into the curriculum. "Everybody is excited about the fact that user-generated content is driving the learning community," she said.

Comments

1. paievoli - October 11, 2010 at 07:19 am

This is exactly what we offer free to colleges. A social network with an area for their own LMS. This plus a bevy of other areas critical to the college experience. All of this for free and a self-sustaining model of alternative revenue streams. Here is also a place for downloading customized ePubs for students. Please take a look.

2. philhill - October 11, 2010 at 04:35 pm

When are these institutions going to go beyond a walled garden of students from a single institution 'socialization' together, to a network where students from anywhere, from any school can interact?

3. goingon - October 19, 2010 at 04:38 pm

The UPenn Commons is built on GoingOn, an integrated Social Learning & Academic Collaboraiton platform. The GoingOn platform is being used by today's leading instituions such as Columbia University, St. Leo University, VSU, Pearson Learning and others, to help improve stundet engagement and extend legacy learning enhance online and blednded course delivery systems. If you would like to learn more about the platform, please contact us at goingon.com.

4. nixboy - October 20, 2010 at 03:11 pm

@Phillhill

I am the President of UniversityLyfe, a social-networking site that does exactly that, our site has over 100 online communities from across the nation since our launch in August, and you can browse, fan, and follow Registered Student Orgs, Sports Clubs, Non Profits and Greek Orgs at any of these schools among a number of other features to manage and add convenience to your own student lifestyle.

There is too much red tape on campuses, and companies such as "GoingOn", ConnectU, etc... simply stand to increase that red tape by creating campus oriented networks which do nothing but hinder academic achievement IMO.

Recall the last time you were in math class, and a teacher presented you with an equation and you asked "when am I going to actually need to know how to do this in real life?". Let's now consider the proposed bridge @ Messina... what companies such as GoingOn propose is that the organizations in the EU be unable to communicate on the project (share documents, discussions, media) let alone probably be able to even hear about it.

Let us apply this to college, the hundreds of things going on every day at one school, may differ from another, from philantrophy to robotics engineering projects - there are things one school may accel at while another schools student body wishes to explore, but until we break that red-tape (the protectorate of corporate pilaging of our education system) we are left with no bridge at Messina.

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