RSA Number 4 – Setting group norms – Digital Learning Commons.org

http://www.learningcommons.org/t2t/day1/norms.php
http://www.learningcommons.org/t2t/day1/coll_skills_2.php

RSA Number 4 – Setting group norms – Digital Learning Commons.org

The readings in Module Seven continue to build upon the ideas in Building Online Learning Communities: Effective strategies for the virtual classroom. Palloff & Pratt (2007) discuss the interworkings of online groups and the community engagement aspect. In order for online learning communities to function and be worthwhile, collaboration and the ability to promote interdependence must exist. Palloff & Pratt (2007) explain, “It is important that the instructor in an online course pay close attention to ways collaboration can be incorporated and facilitated throughout the course. The inability to promote collaboration in this environment generally results in low levels of participation.” Much of the reading discusses ways to elevate or sustain community engagement. Emphasis is placed on establishing participation expectations and group norms. The key to success is creating structure for participants and clearly defining engagement goals.

The two articles found at Learning Commons.org provide suggestions on how to establish productive and engaged communities. The DLC (Digital Learning Commons) suggests, “Creating guidelines or norms for group behavior makes collaboration and group meetings more effective.” The site offers a list of potential starting points for establishing norms and expectations in the learning community. The second link talks about fostering communication as well as setting some norms that will help a group work better or more effectively. By setting these norms group members are accepting ownership for how they work as a group. The process they use, and many of the norms they choose, should be useful in multiple applications.

The suggestions found at Learning Commons.org bridge a clear thought between successful learning communities and constructive, goal-oriented participants with clear engagement expectations. A learning community is only as good as its members’ participation and engagement. Therefore, a clear set of engagement rules and participation expectations must be established at a team’s first meeting, and all members must individually hold each other accountable for the overall betterment of the learning community.

References

Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom, (2nd ed.). San Franciso: Jossey-Bass.