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The "Creepy Treehouse effect" which has been discussed in-depth by Chris Lott and Jared Stein is used to describe what happens when teachers join student social areas - such as Facebook or MySpace. Based on the information session I had with our college students last semester it was obvious how much they did not want us (and I define us as any authority figures) in their space. What they are they most afraid of is the "cyber-stalking" that they expect from their peers, but repel from their parents.

But there is very BIG difference between being ‘lured’ (false pretenses) and being requested specifically for the purpose of learning – defined and clarified on educational/professional terms.

There is no reason why these tools cannot be used ethically, responsibly and productively if we are mindful and self reflexive in our pedagogies.

the best approach is to create online forums that students want to join, rather than forcing participation

But they're running into an old problem with all this new technology: students don't want to hang out with their professors on the Internet.

seeing faculty members as intruders in their private online spaces.

None of these commentators is suggesting that we shouldn't exploit new technologies for learning, but rather warning of the way in which you do it, to avoid Creepy Treehouse Syndrome.

I also like the creepy treehouse syndrome as described in slides 77-79. This is when a professor requires his/her students to follow him/her on Facebook or Twitter. I do not make my student teachers friend or follow me. I just let them know that I have a treehouse, creepy or otherwise, that they are free to visit.