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Principles StrategiesTools
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1. Plan for the creation of open communication and trust.Example 1: Ice breaker - Two truths and a lie. Everyone tells 2 truths and 1 lie and then the group must guess which is the lie. This establishes trust and communication within the group.
Example 2: Present yourself and why you are here. First name, country of origin, why you are here - This establish that the students and teacher share expectation from the class.
Example 3: Discuss communication and trust during the first course meeting (similar to what we did in this course related to open personal blogs and twitter).
Example 4: Clear roles for the organizers/teachers. (who to contact for specific issues).
Example 5: Mentor or buddy.
Example 6: If possible having the first meeting face-to-face to get to know each other and then continue with online meetings have been beneficial at my university. 		Example1: Zoom for online;


Example2: First few minute of 1st Zoom meeting, google excel document to fill ahead of class;


Example3: Zoom for online;


Example 4: Course webpage;

Example 5: any interaction tool;
Example 6: Zoom combined with f2f
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2. Plan for critical reflection and discourse.Example1: Present course plan with clear idea of when students will be interacting and to which purpose.
Example 2: Reflective journal;
Example 3: Pre-course test and post-course test to enable students to know their learning;
Example 4: Guiding questions from instructor for each topic/lecture/seminar;
Example 5: Questions from students pre topic/lecture/seminar (difficult, trick question)		Example1: Moodle course description, with assigned groups ahead of group task:

Example 2: Blog, Google drive, Padlet
Example 3: Mentimeter?

Example 4: PeerWise,

Example 5: Forum, Padlet
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3. Establish community and cohesion.Example1: Communicate often, Teacher need to be on time with posting course description and how the course will be running.
Example 2: Connect personal experiences (teachers' and students') to the topics of the course.
Example 3: Presentation of each participant and create connections;
Example 4: Common goal or purpose;
Example 5: Groups divided based on common interest/hobbie;
Example 6: Synchronous activities;
Example 7: Using multiple platforms that actually facilitate community;
Example 8: Mentor or instructor with "real" experience from the course.
Example 9: Start with simple activities or sharing, such as what did you have for dinner yesterday? What did you do during the weekend? What is your dream destination for travelling/vacation? etc;
Example1: Moodle, email;

Example 2: Zoom;

Example 3: Flinga, Coogle (instructor can start in the middle);
Example 4: Any collaborative space (FiSh, padlet, Flinga, Coogle);
Example 5: Any collaborative space or zoom;
Example 6: Zoom, webinar;
Example 7: e.g. Wiki or blog, WhatsApp, Facebook,

Example 8: Interaction tool or f2f;

Example 9: Any collaborative or interaction tool
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4. Establish inquiry dynamics (purposeful inquiry).Example1: Set up tasks to fill, analyses to be run, paper to be read.
Example2: (continuous) peer review assignment force students to think of their own work;
Example 3: forum discussion as peer review;
Example4: Group members present face-to-face their half-time assignments to another group, the later ask questions and provide feedback, and all the presentations are recorded and uploaded in moodle for future references when upgrading their assignments for final submission .		Example1: set up games/quizzes, seminars with presentation to the whole class (peers): Zoom, mentimeter, padlet, Flipgrid,


Example4: Audio recordings of the group presentations uploaded in Moodle Database.
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5. Ensure students sustain collaborationExample 1: Communicate and encourage all students in the course;
Example 2: Milestones with checkup/consultation;
Example 3: learning contract; use e.g. different colors for each collaboration
Example 4: thesis and project collaboration;
Example 5: share or switch responsibility ; rolemodeling (two learners responsible for each topic);
Example 6: empower students to learn (make the project/course interesting);
Example 7: presence of instructor/facilitator to guide/nudge students
Example 8: makes sure students are invested in the course
Example 9: presence of facilitator (go-to person) that serves as a thread and central node that links all topics and all learners. 		Example 1: Use multiple moderators in online meetings to actively give personal feedback.
Example 2: Online quizzes, forum discussion, etc
Example 3: May need more specific detailed contract for specific collaborations
Example 4: SciPro Tool = Scientific Process
Example 5: Contract
Example 6: Real world scenarios for students to solve and apply in their work.
Example 7: Synchronous activities
Example 8: -
Example 9: facilitator to join in on syncronys and asyncronus activities in a mediation role.
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6. Ensure that inquiry moves to resolutionExample 1: Peer review of group-work and analyses.
Example 2: topic and student group affect the design; flexibility and accessibility for students who cannot access it in real time.
Example3 : easy access
Example 4: Clear timeline and deadline.
Example 5: Assigned topic lead for the week that makes sure the inquiry moves forward.		Example 1: Synchronous and asynchronous activities/tools
Example 2: Flexible examinations, both synchronous and asynchronous
Example 3: userfriendly tools and course design
Example 4: online calendar
Example 5: rotating scedule with all members involved.
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7. Ensure assessment is congruent with intended processes and outcomesExample1: test the learning process by putting the students in game roles;
Example 2: make sure that the online and f2f components (including assessment) align;
Example 3: which assessments are possible online?		Example1: Group discussion around a paper, forum discussion where students review the questions of others.
Example 2: Constructive alignment
Example 3: online exam, online seminars, forum or blog posts,
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