Frances Bell

Section

Developed by

Notes

1. Introduction

An introductory paragraph that gives the purpose of the guidelines, highlights the values of the school/university, and provides links to existing policies and procedures.

School/institution

2. Actual Guidelines

a) Non-negotiable what school/institution decrees

School/institution

These may include:

· Courtesy to and respect for other participants

· Sensitivity to other religions / cultures

· Recognition of contribution of others

b) Negotiable what you can get students to discuss and agree, using the Etiquette cycle

Staff/students

These may include:

· Tips on sociability e.g. introductions during ice-breaker discussion

· Stylistic tips expected language style, length of postings, formality of referencing, etc.

3. Pedagogic

These guidelines may be published with the assignment specification, and will be related to the purpose of learning activity being assessed and its learning outcomes, e.g. critical evaluation guidance/ criteria, assessment criteria

Lecturer (possibly in consultation with students)

These may include criteria relating to :

· Frequency of reading and posting

· Style and presentation (that may override guidelines in 2b)

· Quality indicators for content of posting

· Behaviours that promote inclusivity of discussion

Quality Criteria for guidelines

In writing guidelines, we should aim for:

· More prescriptions - Dos - than proscriptions - Donts

· Clarity and brevity

· Clear links to other norms (particularly those that supersede the ones being written), including implicit norms that may promote self-governance by the participants themselves

· Invite feedback on negotiable norms.