International design collaboration and mentoring for tertiary students through Facebook

Abstract

This study explores the efficacy of the online social networking site Facebook, for linking international digital media student cohorts through an e-mentoring scheme. It reports on the 2011 collaboration between the University of Adelaide in Australia, and Penn State University in the United States. Over one semester, twelve postgraduate students in Australia and ten undergraduate students in the United States took part in an online mentor scheme hosted by Facebook. Students were required to submit workin-progress imagery each week to a series of galleries within the forum. Postgraduate students from Adelaide mentored the undergraduate students at Penn State, and in turn, staff and associated industry professionals mentored the Adelaide students. Interaction between the two student cohorts was consistently strong throughout the semester, and all parties benefitted from the collaboration. Students from Penn State University were able to receive guidance and critiques from more experienced peers, and responded positively to the continual feedback over the semester. Students from the University of Adelaide received support from three different groups: Penn State staff and associated professionals; local industry professionals and recent graduates; and peers from Penn State. The 2011 scheme highlighted the efficacy of Facebook as a host site for e-mentoring and strengthened the bond between the two collaborating institutions. Project objectives and research participantsThis research has been carried out to evaluate the effectiveness of Facebook for establishing international networking opportunities for digital media students with peers and relevant industry professionals. Within this principal aim are the following objectives: a. to establish the significance of mentoring in undergraduate and postgraduate digital media education; b. to explore alternatives to traditional face to face mentoring; c. to generate an engaging and interactive community linking digital media students with peers and industry.This study involved final year postgraduate students enrolled in the Master of Design with Digital Media (MDDM) program at The University of Adelaide in Australia, and second year undergraduate students enrolled in the Interdisciplinary Digital Studio (IDS) program at Penn State University, in the United States. The two cohorts come from a broad range of educational backgrounds, including design studies, architecture and visual arts.

Does a university teacher need to change e‐learning beliefs and practices when using a social networking site? A longitudinal case study

“…However, in this research, Ning provided interactive facilities that enabled student collaboration on the group project, while the communication facilities on WebCT did not. Moreover, from this study it appears that academic outcomes can be achieved with Ning through structured learning and teaching activities, also reported by McCarthy () using Facebook . This mirrors the need for structure in face‐to‐face teaching and other forms of e‐learning.…”

“…This change was essential because the second iteration supported international group work, involving differences in time and geography. Rambe () has found that Facebook can overcome differences in time and geography, while McCarthy () has also used Facebook to enable international student collaboration. Anderson and Dron () highlight the way changes in technologies have facilitated changes in pedagogies in distance education, from delivery of information to co‐construction of knowledge.…”

“…While McCarthy (2012) recommends that teachers consider content on their personal Facebook pages, he argues that they do not need to change their role or attitudes because "[i]t is simply another tool which can be used to enrich the learning environment" (p. 762). In preparation for learning and teaching, Heidi embraced Ning and reflected she needed to become familiar with technology her students were using, as recommended by Johnson et al (2012).…”

“…While the health students were interested, the design students were not. On the other hand, McCarthy (2012) found that his design students were interested in developing personalised pages on Facebook to display designs to students in Australia and internationally, as well as to the industry professionals involved in the course, who could offer future work. Thus, motivation is important in taking up optional features of SNSs, whether for novelty, assessment or employment.…”

“…After using one form of emerging technology, the SNS Facebook, to facilitate interaction among international design students, McCarthy (2012) highlighted the benefit of the interactive functions of the SNS for student collaboration and communication. In contrast, Wise, Skues and Williams (2011) examined first year students' use of Facebook and found evidence of social, not academic, engagement.…”