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Other Eden Digital Guides:
[ Accessibility ] [ Assessment ] [ Learning Technology Good Practice ] [ Lecture Recording ] [ Moodle for Learning ] [ Moodle Baseline ] [ LSE Moodle How-to ] [ Multimedia ] [ Student Online Learning ] [ Zoom ]

The Moodle Baselinesets out the expectations of what an effective and useful LSE Moodle Course should look like and suggests essential elements that all Moodle course designers should consider to use or add.

(info) Thispage is updated and/or added to regularly, e.g. when new accessibility tools are rolled out.

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title7.5 Behaviour - expand to view

7.5 Behaviour

Netiquette

We have produced a guide on netiquette, a portmanteau word (net etiquette) that describes common courtesy rules for engaging with others online. You are welcome to copy and/or download it and add to your course/ add to your general book. In sum, be online what you are face to face:

  • Be nice.

Zoom behaviour

Do not force your students to have their camera on - Zoom fatigue is a real thing and not everybody is comfortable showing themselves, their families or their home to others. We have practical guides on how to use Zoom in combination with Moodle.

You may be interested in https://blog.zoom.us/host-more-accessible-meetings/ .

  • Smile (smile)

  • Don’t force cameras - though you can ask politely, especially in breakout rooms

  • Remind students/ participants that (if) you are recording sessions and why.

  • Consider occasionally asking for everybody to swich off the camera, perhaps for a short break, or a quiet reflection phase.

Language

  • Avoid punitive language (eg talk about academic integrity, rather than plagiarism; limit uses of “you must” in instructions, consider replacing with “please do”);

  • Remember your - very international LSE - audience, clarity is paramount!

  • Give constructive and critical feedback, especially in Forums.

More on writing tone for online audiences: Chapter 3 of Humanizing Online Learning and Teaching, and Chapter 11 of Humanizing Online Learning and Teaching. (2016)

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