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This page is a template to use in preparing to deal with a
dangerous discussion.
TO BE COMPLETED
See below, for more ways of asking/answering alternative
questions about THE ISSUE!
Help in finding
solutions that are
Low-Threshold, Incremental, Pragmatic, Flexible, Collaborative,
Reasonable, Respectful!
The Webpage could offer a variety of discussion
activities, and
other resources
to help you explore some of these important and challenging aspects of
THE ISSUE: ...
There are many ways to structure a discussion
about THE ISSUES. There are almost as many different motivations and
goals for addressing these issues as there are stakeholders in the results of
the dialogue. Some approaches are more likely to facilitate civil and
constructive dialogue. Others are more likely to bury opportunities for
real solutions.
We hope to help you minimize unnecessary acrimony
and maximize constructive give and take - to help you eliminate the flames,
reduce the heat, and illuminate the real solutions.
We begin with a 1.
list of alternative ways of asking the central questions.
2. suggest that you provide a list of resources
3. tables to structure discussion
Please examine what we offer, adopt what you find useful, and let us know about
improvements you recommend or additional requests.
Click here to send email to gilbert@tltgroup.org.
Click here for other "Dangerous
Discussions" topics/questions for faculty, administration, and staff
- (especially, about Teaching, Learning, and Technology)
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Discussion Activities
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Resources
- LINKS TO WEBSITES THAT INCLUDE RELEVANT
RESOURCES
- Table that summarizes
these options and extends them to faculty/professional development
programs!
- SUMMARY OF
Ideas and Suggestions from Respondents to TLT-SWG Listserv RELATED
Request <DATE>
- Sample list of factors,
resources, ... that Influence THE ISSUE
- Click here for blog about Dangerous
Discussions: THE ISSUE
- Click here for PowerPoint slides and more
resources for online sessions about "Dangerous Discussions: THE
ISSUE
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Example of a
Discussion Activity
Alternate ways of asking questions about THE ISSUE
Which versions are more/less inflammatory?
For whom? Under what conditions?
Which versions are more conducive to constructive results?
For whom? Under what conditions?
CHANGE THESE TO MATCH
"THE ISSUE"
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How can learning be improved in ... without
reducing student/faculty ratio or increasing the workload for teachers
or students?
Under what conditions?
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In which courses and in
which ways can information technology be used more effectively to ...
without reducing the quality of teaching and learning?
Without further overburdening faculty and
academic support staff?
Without major external funding? Without speculative restructuring?
Without seeing the emperor's clothes!
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How, if at all, can
technology be used to reduce operating costs without sacrificing
educational quality or the life expectancy of faculty?
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“I usually meet
face-to-face with 10-20 students in the courses I teach at this college,
and I really enjoy the lively – and often thoughtful - discussions. I
know I’m lucky. I put my course syllabi on the Web, and often assign
Web-based resources to my students. Are there really any ways of adding
online interaction that would be any improvement?”
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Discussion Activity - Key Questions for THE ISSUE
CHANGE THESE TO MATCH
"THE ISSUE"
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What is the maximum
number ...
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What factors,
conditions, or resources most limit ...
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What factors,
conditions, or resources would enable you to ...
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Who should be engaged
in a constructive "Dangerous Discussions" about ... within your
institution?
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Discussion
Activity - Sample List of Factors, Resources, ... that Influence THE ISSUE
Click here for PDF
version of Worksheet to be used in Factor/Resource Discussion Activity re
one dangerous discussion: Class Size
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