This document provides guidance for facilitating discussions on critical incidents portrayed in video vignettes. It includes: 1) 10 short video vignettes depicting common challenges in university settings, intended to stimulate discussion without preferred solutions. 2) Instructions for facilitators on introducing critical incidents, guiding small or large group discussions, and structuring the process. 3) Background information and suggested questions for each vignette to prompt analysis and development of principles. The goal is for participants to discuss their reactions, share experiences, and develop their own ideas rather than be presented with definitive solutions. Facilitators are advised to help move discussions beyond specific incidents to more general guidance.

1. 28
Producer - SANDY MAYZELL
Office of Equity Issues in cooperation with the Learning and
Teaching Centre, University of Victoria, Victoria, British Columbia
All participants in this video—Instructors and students—were
playing assigned roles that do not necessarily reflect their per-
sonal behaviours. We appreciate their willingness to portray val-
ue positions that may not have been consistent with their own.
Director
GORD MORE
QUADRA PRODUCTIONS
Advisor / Coordinator
MARY SANSEVERINO
Facilitators
MARY SANSEVERINO
Production Crew
JUDY SOMERS
INSTRUCTOR ACTORSSTUDENT ACTORS
RESEARCH
1
INFORMATION AND INSTRUCTION:
CHALLENGES OF TECHNOLOGY
Blurb about the challenges and usefulness of instructional
technology. (approx. 2 paragraphs)

2. 2
WHAT ARE CRITICAL INCIDENTS?
A critical incident is a variation of the traditional case study
and is a useful tool for analyzing and discussing typical
work-related challenges and developing guidelines for ac-
tion and resolution.
This videotape contains ten vignettes (each lasting 2 to 3
minutes) that depict classroom situations, which demon-
strate provocative encounters in a university or college set-
ting. Each incident consists of a brief introduction followed
by a situation or event that has been recreated by actors.
These incidents were developed through consultations with
a number of individuals and groups at the University of Vic-
toria in British Columbia, Canada. There is no single solu-
tion to any situation and no preferred solution is presented.
It is intended that ideas will emerge from a group discussion
of each incident.
USE OF THE VIDEO
This video is intended for use in teaching development
workshops for instructors or teaching assistants where a
facilitator is present to guide the discussion. Each incident
is discrete and a facilitator may choose to show only one or
several incidents depending on the focus of the workshop
or time available for discussion.
In your own teaching, you may wish to show this to the
class as a way of analyzing problems and establishing
classroom norms.
In designing this Facilitators Manual, we have consulted
with individuals and groups to determine what they see as
issues and what they might suggest as possible strategies. These are
27
ADDITIONAL DISCUSSION STRATEGIES

3. 26
EXPLORING INFORMATION AN D TECHNOLOGY
3
included as examples under each scenario and may assist with further
discussion. These are not intended to be definitive solutions.
Probably no more than three vignettes can be shown in an
hour-long discussion. After watching a vignette, partici-
pants may discuss their reaction (perhaps in pairs or small
groups) and then share some comments with the group as
a whole to develop alternative actions and guiding princi-
ples.
THE ROLE OF THE FACILITATOR
It is helpful if the facilitator describes what Critical Incidents
are and explains their purpose in stimulating discussion and
mutual problem-solving.
The facilitator should preview each incident to be shown
and prepare some introductory remarks given the roles and
disciplines of a particular group of participants. This booklet
includes some descriptive notes and suggested questions
(which are also on the videotape), but facilitators may prefer
to pose their own questions after the group has watched a
vignette. A facilitator might also decide to use one or two
provocative concepts for analyzing each segment to move
the discussion one step beyond a pooling of past experi-
ence. Discussion might also be further stimulated if the
workshop leader offers the group an alternative way of ana-
lyzing an incident.
The discussion of each episode seems to be most effective
with small groups of 6 - 8 members. However, a single for-
mat is not likely to suit all participants, particularly if the
group itself is diverse. “Think, Pair, Share” allows a mo-
ment for individual reflection, then discussion begins in
pairs before possibly moving to the larger group. Large
group discussion might be omitted completely if people are more
comfortable in small groups. It is important to stress that participants

4. 4
View the incident
Learners plan corrective action
Learners share data
(facts, assumptions
and personal feelings)
Learners use data to
develop a theory about why
the incident developed and
how to deal with it.
should move beyond discussion of the specific incident towards the de-
velopment of more generic guiding principles.
You may wish to ask participants to look for a particular be-
haviour, attitude or problem before running the episode.
This enables them to focus on that particular aspect before
the discussion. Alternatively, you might wish to post the
discussion questions on a transparency prior to viewing an
episode.
Finally, you might choose to structure the discussion in the
following way:
25
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 Is there a person/group at your institution responsible for
technology in learning and teaching issues?
 Can you see any overlap between your teaching and
your research around the issue of technology?
 ?
 ?
ADD-ONS TO THE SCENARIO?
 Points
 Points
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

5. 24
INCIDENT # 10 Counter #
_____
WORKLOAD ISSUES
It might be more than click and save!
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 How do you think using technology in your teaching im-
pacts your workload? Pros/Cons?
 How do you divide your time between teaching and re-
search?
 Does your institution value time spent on improving
teaching? What informs your answer?
 What components of teaching take up the most of your
time? Could there be a place for technology in your
teaching?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
5
VIEWING TIPS
When you preview the tape you might wish to note the
counter number on your video machine at the start of each
vignette and record this in the booklet in order to locate a
specific incident.
If you have a large group of people viewing the tape, con-
sider using a large screen or multiple screens.
After the use of each incident, record notes, questions, dis-
cussion topics for next time. Such questions might be solic-
ited from participants at the conclusion of the discussion of
each incident, which might have the added value of encour-
aging review and reinforcement.

6. 6
INCIDENT # 1 Counter # _____
USING ON-LINE COURSE CONTENT
It works for me, does it work for you?
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 Who should be responsible for dealing with accessibility
issues as it relates to information technology and on-line
course content?
 How much should an instructor know about on-line de-
sign / usability / accessibility issues before putting
course content on-line?
 How might an instructor find out about how students are
using the on-line content prepared for the class?
 Where would an instructor at your institution go to im-
prove his or her on-line course development skills?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
23
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 Should institutions, departments or faculties have policy
on the use of assignment screening software? Why
and/or why not? How should faculty and/or students
find out about these policies?
 ?
 ?
 ?
ADD-ONS TO THE SCENARIO?
 Points
 Points
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

7. 22
INCIDENT # 9 Counter # _____
MY WAY’S THE INFO HIGHWAY
Instructional use of assignment screening software
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 What values can you identify in the above exchange?
What do you think the assumptions are on the part of
the instructor and the student?
 Why do you think some students/instructors might have
concerns about submitting their work to such software?
 Are you aware of other tools (e.g. peer-reviews, e-
portfolios, self-screening for students) that often accom-
pany screening software?
 How would you respond if this was your student?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
7
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 ?
 ?
 ?
 ?
ADD-ONS TO THE SCENARIO?
 Points
 Points
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

8. 8
INCIDENT # 2 Counter # _____
ELECTRONIC PRESENTATIONS
The Good, the Bad, and the downright Ugly?
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 How knowledgeable should an instructor be with the
presentation software he or she is using?
 In general, what type of expectations do you think are
reasonable for students to have when electronic presen-
tation software is used in class?
 What do you think are the pros and cons of electronic
presentations as they relate to your teaching?
 Is there a person or group at your institution that can
help you develop your electronic skills?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
21
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 Are there any services available at your institution to
help you put your course notes on-line?
 What strategies might work at your institution? Why
might they work?
 What type of support would be necessary? For begin-
ners? For advanced?
 ?
ADD-ONS TO THE SCENARIO?
 Points
 Points
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

9. 20
INCIDENT # 8 Counter # _____
N.B.
Posting class notes to the Web
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 What are your opinions on posting notes? What informs
your opinion?
 How might posting notes on-line encourage students to
come to class?
 What pedagogical issues could possibly be addressed
by posting class notes on-line?
 How might the technological infrastructure at your insti-
tution help you overcome any problems with posting
notes on-line?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
9
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 What problems did you notice in this scenario?
 ?
 ?
 ?
ADD-ONS TO THE SCENARIO?
 Suggest role that instructional technology played in
making the problem “worse”
 Suggest ways to fix the problems
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

10. 10
INCIDENT # 3 Counter # _____
VALUING TEACHING WITH TECHNOLOGY
Convincing the Chair?
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 Any innovations in teaching with technology valued at
your institution? What informs your opinion?
 Who should be responsible for making sure that instruc-
tional technology creation and design is evaluated in a
fair and equitable manner?
 How should Chairs and other people responsible for
evaluating the creation and/or use of instructional tech-
nology be trained?
 How would you handle the inclusion of instructional
technology in your teaching dossier?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
19
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 Is there a person or group at your institution that can
help you setup, test, and try out your IT software/
hardware?
 What problems did you notice in this scenario?
 ?
 ?
ADD-ONS TO THE SCENARIO?
 Suggest role that instructional technology played in
making the problem “worse”
 Suggest ways to fix the problems
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

11. 18
INCIDENT # 7 Counter # _____
ELECTRONIC PRESENTATIONS
If you don’t have a plan B, you don’t have a plan.
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 Who should be responsible for seeing that instructional
technology hardware/software is in working order?
 How should an instructor cope with a failure in technolo-
gy?
 How knowledgeable should an instructor be with the
technology that he or she is using? About the setting he
or she is using the technology in?
 In general, what type of expectations do you think are
reasonable for students to have when instructional tech-
nology is used in class?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
11
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 To what degree is teaching evaluated for merit, for pro-
motion, and what is the role that instructional technology
plays?
 ?
 ?
 ?
ADD-ONS TO THE SCENARIO?
 Points
 Points
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

12. 12
INCIDENT # 4 Counter # _____
INTERNET CONNECTIVITY ISSUES
What do you mean it’s not 24/7?
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 Who is responsible for ensuring that on-line assign-
ments are available?
 How should the instructor handle the situation?
 How should the student handle the situation?
 In general, what type of expectations do you think are
reasonable for students to have regarding Internet ac-
cessibility? Do these expectations change on and off
campus?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
17
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 ?
 ?
 ?
 ?
ADD-ONS TO THE SCENARIO?
 Points
 Points
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

13. 16
INCIDENT # 6 Counter # _____
ON-LINE DISCUSSION GROUPS
Flaming words
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 How do you think this situation should be handled?
 Who is responsible for setting the rules that will govern
on-line discussion within a course?
 How does your institution treat the content of on-line dis-
cussion boards? Whose property is the content? Is it
deemed to be in the public domain?
 What strategies can be put in place to reduce the likeli-
hood of this type of problem arising?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
13
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 How should students/faculty/staff be made aware of
these expectations?
 Should Departments/Faculties have policies on internet
accessibility issues? Why/why not?
 What does “timely response by email” mean to you as
an instructor?
 What problems did you notice in this scenario?
ADD-ONS TO THE SCENARIO?
 Suggest role that instructional technology played in
making the problem “worse” than the same problem
would be without technology
 Suggest guidelines for handling similar problems at their
institutions
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points

14. 14
INCIDENT # 5 Counter # _____
GREAT ‘NET EXPECTATIONS
Communicating IT expectations to students
Explanatory sentence about this scenario, describing the
main details of the event, and who and what is involved.
QUESTIONS:
 What are reasonable instructor expectations for stu-
dents use of IT in support of course learning?
 What prep do our ‘Net savvy students need in order to
effectively use IT in support of course learning?
 What strategies can we use to set reasonable expecta-
tions for our students in their use of IT for course learn-
ing?
 Does your institution have resources that faculty mem-
bers can access to get help for problems like this one?
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
BACKGROUND NOTES:
 Points
 Points
 Points
15
WORKING THE CONTENT
ADDITIONAL QUESTIONS:
 Is instructional technology part of student orientations at
your campus?
 ?
 ?
 ?
ADD-ONS TO THE SCENARIO?
 Points
 Points
 Points
CHANGING THE EMPHASIS OF THE SCENARIO
 Points
 Points
 Points
POSSIBLE STRATEGIES
 Points
 Points
 Points