Watch this video to see 'Purpose to Practice' in action...
The purpose of 'Purpose to Practice Co-developing Community Guidelines with Purpose to Practice'
To co-develop a set of “community guidelines” for the class with students, using a structured approach called Purpose to Practice (a liberating structure) which reminds us all that while guidelines are often lists of practices/behaviors that are acceptable/unacceptable in a certain context, they should always be rooted in the purpose behind them.
- Useful for
- How to do it
- Technical requirements
Creating a safe space collaboratively with students, promoting reflection. Can be done at the beginning of the semester, revised in the middle of the semester.
Encourage students to bring to class any “codes of conduct” or “community guidelines” they have seen before, and/or bring your own, so that students can have a starting point if they are unfamiliar with this notion.
Prepare slides with instructions.
Prepare a collaborative space for brainstorming. Best if it is a visual space that allows creating and moving sticky notes of different colors - like Jamboard or Mural.
Conduct the Purpose to Practice activity in small groups as described in the Liberating Structures website http://www.liberatingstructures.com/33-purpose-to-practice-p2p/ with 1-4-all embedded (i.e. give students time to think on their own before sharing with four others and working together before sharing with the full group). The process basically goes in rounds of agreeing on a purpose as a whole group, then in small groups, writing out principles, participants, structures and practices that would be needed to achieve the group’s purposes. In the video, we do the “purpose” part a bit too fast.
This can be done early in the semester but is likely to benefit from revision midway through the semester.
This could take an entire class session if you do it synchronously.
Here are some adaptations and alternative tools:
- You can ask students to work on this in pairs asynchronously (students can meet synchronously outside class time) or different students to work on different parts of it.
- You can show students a sample community guidelines document and encourage them to annotate it, like the Annotated Syllabus (see Remi Kalir’s video in this collection).
- You can ask students to vote on suggested edits to a starter list of guidelines.
- Breakout rooms to divide students into smaller groups.
- Some space for collaborative editing. It could simply be a Google doc for each group, but something more visual like Jamboard (from Google), Mural or Miro can help so people can move sticky notes around. The video uses Jamboard which is free. Mural and Miro have a small learning curve and more features.
Slide deck used in the video
Sample guidelines shared in the video (mostly not for classes):
- Mozilla, shared by Mia Zamora
- Rules of Netiquette shared by Rissa Sorensen-Unruh
- RSA Conference shared by Ken Bauer
Sample guidelines for online classes for students to remix:
- Community Guidelines for Online Learning An Example from Heather Mayer
- HumanMOOC guidelines from Matt Crosslin
- Michelle Pacansky-Brock
- The core rules of netiquette