Communication Protocols

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Communication Protocols

  1. 1. Communication Protocols for Asynchronous Activities Alicia Fales
  2. 2. What are asynchronous activities ? <ul><li>In the online classroom. . . </li></ul><ul><ul><li>conversations which are not occurring at the same time </li></ul></ul><ul><ul><ul><li>threaded discussions in which each participant posts comments, questions, thoughts, and responses when s/he is available to do so </li></ul></ul></ul><ul><ul><ul><li>Participants reply and post feedback to previous comments or add new messages when they are available to do so. </li></ul></ul></ul><ul><ul><ul><li>Postings are available to others in the group. </li></ul></ul></ul>
  3. 3. Responding to postings. . . <ul><li>Participants are not required to respond to every posting—only respond to those about which you have thoughts, ideas, or questions. </li></ul><ul><li>Time limits may be set for when the discussion may take place (i.e., over a week). BUT all participants in a group are not required to be online during a set, short period of time (i.e., an hour). </li></ul>
  4. 4. Protocols: What to do <ul><li>Post your thoughts, ideas, questions, when you have them. </li></ul><ul><li>Check the postings regularly—at least three times weekly. </li></ul><ul><li>Respond as often as you can. </li></ul>
  5. 5. Protocols: What to do <ul><li>Keep your postings to school-appropriate language and topics. </li></ul><ul><ul><li>(Remember the BCPS Telecommunications Policy! The facilitator will be reading ALL postings.) </li></ul></ul><ul><li>Be polite and supportive of your peers. </li></ul><ul><li>Ask questions of your peers to keep the discussion moving. </li></ul><ul><li>Provide answers to your peers’ questions when you can. </li></ul>
  6. 6. Protocols: What to do: <ul><li>Spell-check your postings. </li></ul><ul><li>Title your postings. </li></ul><ul><li>Use color, size, font to emphasize, clarify, make your point. </li></ul><ul><li>Maintain a positive tone. </li></ul><ul><li>Quote a previous posting if you are responding to a section of it. </li></ul><ul><li>Limit your postings to a short paragraph. </li></ul><ul><li>Use emoticons:  ,  . </li></ul>
  7. 7. Protocols: What NOT to do: <ul><li>Do NOT. . . </li></ul><ul><ul><li>make your peers feel uncomfortable or threatened by your comments. </li></ul></ul><ul><ul><li>“ gang-up” on a peer or make him/her feel unwelcome in the group. </li></ul></ul><ul><ul><li>discourage people who have opinions which may differ from yours. </li></ul></ul><ul><ul><li>send angry messages. </li></ul></ul>
  8. 8. Protocols: What NOT to do: <ul><li>Do NOT </li></ul><ul><ul><li>remove online conversations from the online setting. </li></ul></ul><ul><ul><li>get offended easily. </li></ul></ul><ul><ul><li>say anything you would not want to see published in the newspaper. </li></ul></ul>
  9. 9. Role of the Facilitator. . . <ul><li>Monitor participation. </li></ul><ul><li>Monitor content of postings. </li></ul><ul><li>Encourage participation of those who are less active. </li></ul><ul><li>Ask questions as necessary to keep discussion moving. </li></ul><ul><li>Build community among participants. </li></ul><ul><li>Provide answers to questions when appropriate. </li></ul>
  10. 10. Goal: <ul><li>to create a supportive environment in which CRD teachers can learn from each other, share resources, and extend their thinking. </li></ul>

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