| Guidelines
Click here for full text of
guidelines |
Face-to-Face
(Lecture Discussion Lab Seminar Stud/Fac Ratio etc.) |
Asynch Text - including anonymous
options (e.g., threaded discussion boards; email; listservs) |
Synch Text (e.g., text-only chat
rooms) |
Asynch Audio (e.g., voice-mail?
Voice Blogs) |
Synch Audio + Text + ... (e.g., Elluminate) |
| 1a. Develop guidelines
PRO - OPTIONS |
Clarify expectations;
increase appropriate participation; support changing old
habits/styles of interaction [Impose guidelines prepared by others vs.
lead group to generate own guidelines. Fast vs. Slow; Safe
vs. Risky; BUT shallow vs. deep] E.g., see R. Tannenbaum's Seminar
Guidelines - Listen, Speak, Respect <Add
annotated links to additional good examples> |
Use or modify available
"Netiquette" guidelines; prevent "flaming"; permit anonymity
only after participants demonstrate ability to interact appropriately
E.g., see "Core
Rules of Netiquette" excerpted from the book Netiquette by
Virginia Shea
<Add annotated links to additional good examples> |
Guidelines especially
important because of different levels of experience, comfort, facility
of participants (who can/cannot use "smileys", who can/cannot type fast,
...)
<Add annotated links to good examples of
guidelines applicable to synch text> |
Too rare to matter yet?
<Add annotated links to good examples of
guidelines applicable to asynch audio> |
Very important, especially
for people new to these environments <Add
annotated links to good examples of guidelines for synch
multi-media tools & platforms> |
| 1b. Develop guidelines
CON - CHALLENGES |
Difficult to anticipate all
situations; over-codification can inhibit participation |
Difficult to anticipate all
situations; ... |
Difficult to anticipate all
situations; ... |
Especially difficult to
anticipate situations and explain appropriate behavior |
Especially difficult to
anticipate situations and explain appropriate behavior |
2a. Model
that discussions are about ideas & issues, not personalities
PRO - OPTIONS |
Easy to demonstrate
appropriate behavior and affirm others for doing so
E.g., say "You just criticized Steve, not his idea.
Could you try that again, focusing on the content?"
<Add annotated links to case studies, descriptions,
video recordings of good examples?> |
Permits taking time for
thoughtful, respectful responses <Add
annotated links to transcripts of good examples> |
Easy to monitor
<Add annotated links to transcripts of good examples> |
Permits taking time for
thoughtful, respectful responses - and including subtleties of vocal
inflection <Add annotated links to archives
of good examples> |
Permits different
individuals to participate in different media, so more people likely to
find comfortable way to contribute (being comfortable conducive to
appropriate behavior?) <Add annotated links
to archives of good examples> |
2b. Model
that discussions are about ideas and issues, not personalities
CON - CHALLENGES |
Easy to slip or allow
others to slip! <Add links to case studies,
descriptions, video recordings of examples of bad practice?> |
Demands lots of time,
attention to monitor and intervene/guide; difficult to provide
just enough intervention to shape the flow without intimidating
participants <Add annotated links to
transcripts of examples of bad practice?> |
Difficult to develop,
sustain meaningful threads of interaction; difficult to respond
both thoughtfully and quickly enough <Add
annotated links to transcripts of examples of bad practice?> |
Pressure to rehearse in
advance? Difficult to "edit" contributions?
<Add annotated links to archives of examples of bad
practice?> |
May require multiple
co-leaders (presenters, facilitators) to monitor, guide all simultaneous
"channels" in use <Add annotated links to
archives of examples of bad practice?> |
3a. Listen
and reflect
(mirror) what participants say.
PRO - OPTIONS |
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3b. Listen
and reflect
(mirror) what participants say.
CON - CHALLENGES |
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4a. Acknowledge own feelings
Be aware of one’s own feelings and willing to talk about them
PRO - OPTIONS |
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4b. Acknowledge own feelings
Be aware of one’s own feelings and willing to talk about them
CON - CHALLENGES |
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5a. Trust participants'
capacity for self-restraint and civility
PRO - OPTIONS |
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5b. Trust participants'
capacity for self-restraint and civility
CON - CHALLENGES |
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6a. Trust intuition
Learn when to intervene and when to wait by trusting
our intuition
PRO - OPTIONS |
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6b. Trust intuition
Learn when to intervene and when to wait by trusting
our intuition
CON - CHALLENGES |
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7a. Uncertainty OK
Establish a climate where participants can risk making statements of which they are uncertain
PRO - OPTIONS |
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7b. Uncertainty OK
Establish a climate where participants can risk making statements of which they are uncertain
CON - CHALLENGES |
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8a. When Discussion Falls Apart
Acknowledge, call "time out," reflect, write, discuss
in small groups, resume
PRO - OPTIONS |
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8b. When Discussion Falls Apart
Acknowledge, call "time out," reflect, write, discuss
in small groups, resume
CON - CHALLENGES |
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9/10a. Especially inappropriate comments
Invite self-correction; if that doesn't work....??
PRO - OPTIONS |
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9/10b. Especially inappropriate comments
Invite self-correction; if that doesn't work....??
CON - CHALLENGES |
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| 11a. Formulate topics/questions
to respect opposing views
PRO - OPTIONS |
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| 11b. Formulate topics/questions to respect
opposing views
CON - CHALLENGES |
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| 12a. Acknowledge widely shared opinions first
PRO - OPTIONS
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| 12b. Acknowledge widely shared opinions first
CON - CHALLENGES |
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13a. Articulate contextual factors
that make a topic more/less dangerous for some
participants.
PRO - OPTIONS
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13b. Articulate contextual factors
that make a topic more/less dangerous for some
participants.
CON - CHALLENGES
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| 14a. ADD YOUR OWN
PRO - OPTIONS
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| 14b. ADD YOUR OWN
CON - CHALLENGES
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