3 Consider allocating some coursework marks for participation in a
computer conference. This is one way of ensuring that all the learners in a
class engage with a class conference. Once they have mastered the technique
of contributing to a conference, most learners find that they enjoy it enough
to maintain a healthy level of participation.
4 Establish the extent of learners’ access to networked terminals. In
particular, if contribution to a computer conference is linked to coursework
marks, it is essential to ensure that learners cannot appeal against assessment
decisions on the grounds of not being able to contribute due to lack of
opportunity.
5 Use computer conferences as a notice board. A conference can provide
you with a quick and efficient way to communicate detailed information to
the whole of a class. Such information can include briefings for assessed
tasks, hints and guidance about how to go about such tasks, as well as useful
day-to-day information. Learners themselves can print off and keep anything
that is particularly important to them.
6 Think carefully about starter pages. These are the introductory comments
that learners read when they log into the conference, and to which they
append their replies. Each starter page should have a definite purpose, so
that replies and ensuing discussion are focused rather than rambling.
7 Aim to get the essence of a starter page on to a single screen of
information, or less. If learners have to scroll down more than one page
before finding out what is being addressed and how they can join in, they are
less likely to read the starter page and, therefore, less likely to start
contributing to the conference.
8 Choose the titles of starter pages carefully. If you have more than one
computer conference going, the titles of starter pages are likely to appear on
your computer system as an index, in the order in which the pages were
originally entered. Aim to make these titles self-explanatory, so that learners
can tell what each conference is about from the directory, rather than having
to read the whole of a starter page before finding out whether they wish to
explore the topic further.
9 Don’t cover too much in a starter page. It is better if each conference is
relatively self-contained, and prescribed, rather than having topic pages
which cover several different aspects. As new matters arise from learners’
replies to starter pages, decide whether to introduce new starter pages/
conferences to carry these matters forward separately. Add your own
responses to direct learners, who may be following the conference themes,
regarding where in the conference each theme is being developed further.
10 Vet computer conferences rigorously. For example, remove anything
offensive or inappropriate before it is likely to be seen by many learners. If
particular learners misuse the conference, treat the issue seriously and seek
them out and warn them of the consequences of such actions, for example,
loss of computer privileges or even suspension from the course. The process
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