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Maha Bali: Hi everyone, this is Maha Bali from the American University in Cairo and I've got some friends here and we're going to try out something with you. Maha Bali: Which is called purpose of practice. Purpose of practice is a liberating structure that we'd like to show you Maha Bali: But we'd also like to show you the idea of collaboratively developing participation guidelines with students. Maha Bali: And so this is sort of a meta type of thing. It's a two in one, right? It's both emphasising the importance of developing these guidelines which sometimes faculty right in their syllabus. Maha Bali: So we think maybe you want to also consider developing it with your students or revising it with your students. And that's the link to the liberating structure which we'll share. Maha Bali: But before, the people are going with me here are educators, right. So pretend they are students for today. Maha Bali: And pretend I'm their teacher and I'm going to start out by asking, have you ever seen community guidelines, codes of Maha Bali: Conduct, netiquette, participation guidelines and things like that. And I would probably ask that question ahead of time. Maha Bali: That if they have them, they can bring the links with them. And this is actually what did happen today, because before we went live, I asked them if they had some in mind. So what I'm going to do is, I'm still sharing the screen. Maha Bali: But I'm going to ask, I'll share the screen, but just tell me who wants to go first, explaining the one that's the... Maha Bali: So I have three, I have one from Mia, one from Ken and one from Clarissa. Mia Zamora: Well, I can mention the one that that I had mentioned earlier, which is Mia Zamora: In the development of our experience with Mozilla Foundation, when we were building out equity. Mia Zamora: For the first time, Mia Zamora: They had brought up this idea of community participation guidelines. Mia Zamora: In essence, it's just a sort of contract that you lay out in the beginning that indicates what is appropriate behaviour, what might be disruptive or difficult behavior and Mia Zamora: Yeah, so... Maha Bali: There are two, by the way, this one is the Maha Bali: Festival. But there's community participation guidelines. So we can open those ones. I think those are the ones you want, right? Mia Zamora: Yeah. I think we were inspired by these guidelines. We felt that they really hit upon a lot of things that were thoughtful in making sure everyone Mia Zamora: Felt invited into the space and that they, in essence, were meant to be there. We felt like this was really well thought out and that it seemed to be something that a lot of people contributed to Mia Zamora: In order to get it right. Maha Bali: I'm just showing some of the things Maha Bali: Over here, I'm going to read some out loud, in case someone has a visual disability or something. So, some of these things. Maha Bali: Are like, being respectful, Maha Bali: expected behaviour, being respectful, be direct but professional, be inclusive, and they lay out Maha Bali: Things like being inclusive of people who are joining remotely or people who are not native language speakers or who come from different cultures or preferred pronouns, other than he or she, and time zones, Maha Bali: And facing any kind of challenge to participate. So, these are nice because they lay out specific things which I think sometimes when we talk about diversity we missed some of these. Maha Bali: And something about understanding different perspectives. Appreciate and accommodate our similarities and differences, leading by example. Maha Bali: And then they also have behavior that will not be tolerated like violence and threats of violence, personal attacks, derogatory language, with very specific ideas of how you might do that. Maha Bali: unwelcome sexual attention, physical contact, disruptive behaviour. Maha Bali: Influencing unacceptable behaviour, and then consequences. Right. So not just what you can do, but this is what's going to happen, and reporting, how would you report it if someone does that. And what happens to the events and all kinds of other stuff. Maha Bali: So this actually makes me think of the one that Ken had shared. Ken, do you want to talk about this one a little bit? Ken Bauer: Sure. I was looking for a different one, bt I found this one because I was thinking about conferences in particular. I know Openet had a code of conduct. I didn't go to that one, because Ken Bauer: This group probably knows it. So this is the RSA conference and, looking at Mozilla, one thing I really liked about them is their example was much more detailed Ken Bauer: And much more detailed about what to do right, whereas this one, I mean, the acceptable behavior is. I guess, the obvious, but sometimes the obvious isn't so obvious. Ken Bauer: It's rather vague, whereas the Mozilla one is in much more detail that you should consciously try to include people in conversations, which is Ken Bauer: Something that we talk about often. Whereas this one, it's very brief. Maha Bali: Even their acceptable behaviours, Maha Bali: refraining from demeaning is one of the acceptable behaviours. I Maha Bali: Think that would be the unacceptable behaviours. Ken Bauer: And I don't like the word that refraining, either. It's kind of Ken Bauer: Like yeah, we Ken Bauer: Wouldn't like you to do this, but it's okay if you do Maha Bali: But it's okay if you watch someone else do it. Ken Bauer: Yeah, so, it's a good start, I think, and Ken Bauer: It's a good example because I don't Ken Bauer: Think it's enough. Ken Bauer: And it does go into consequences, but it's very vague on, or little light on, that. So I really liked the Mozilla example on that. Maha Bali: Because I think maybe because this was also about an event, so there are particular things like smoking and vaping and alcoholic beverages, Maha Bali: And things. Yeah, if you're in a face to face classroom, you never actually explicitly tell students, 'you can't bring drugs into the classroom'. Ken Bauer: And I've been thinking that I need to do this for my Ken Bauer: Classes and I liked it. This example shows the in person event, as well as a virtual event. Maha Bali: Yeah, I like that, too. Ken Bauer: So we should be thinking about that, as well. Maha Bali: So, there are pros and cons. It's like, it's useful, I think it's interesting because they're both tech organisations. Maha Bali: Mozilla is a very culturally sensitive tech organisation, very social justice oriented. And so they're much more woke in terms of making explicit things related to gender and sexuality and race and culture and all of that than regular tech conference. Maha Bali: Clarissa, you were showing us this one, and this is for online education, so that's actually the most similar to what we're trying to build here. Clarissa Sorensen-Unruh: Right, but it's the most vague and the least helpful, probably, which is Clarissa Sorensen-Unruh: Quite something because I really liked the way the Mozilla one laid out what acceptable behaviour is and what unacceptable behavior and the Clarissa Sorensen-Unruh: Consequences and that this is just like, 'Hey, here's some thoughts about how you would possibly conduct yourself'. So it's maybe specific in the thoughts, but it's not very helpful in terms of if you don't know babies. Maha Bali: You know, this is Clarissa Sorensen-Unruh: This is what it looks like and how it all happened. Clarissa Sorensen-Unruh: But I think that for me, that kind of works, because I'm real context dependent Clarissa Sorensen-Unruh: And who knows if you Clarissa Sorensen-Unruh: I mean, I hate the word 'obey'. But, if you violated. Clarissa Sorensen-Unruh: I might have a conversation with you, Clarissa Sorensen-Unruh: As opposed to being like, 'now you're going to be penalised'. Maha Bali: It's got some good ones. It's called netiquette, which is very old term. And I don't like the word etiquette because it just convey superficial surface mannerisms that are not really you know soul deep Mia Zamora: In a sexist culture of, you know, a girl's manners and ladies have grace. Clarissa Sorensen-Unruh: Pretty misogynist. Mia Zamora: Yeah, all of that. Maha Bali: But the actual things in there are okay, for someone who's never learned online before Maha Bali: It's useful. Some of the things 'review what you wrote and try to interpret it objectively', things about the caps and not using caps. If you wouldn't say it face to face, don't say it online. This is something people forget all the time on social media. Right? Maha Bali: And 'don't assume everyone understands where you're coming from'. I think this one's really important, I was having a side conversation with someone who's Maha Bali: With the five of us in Maha Bali: another situation and say, I know this thing about that person, and that's why I'm reacting to them that way, but other people don't know that so they won't understand why I'm are acting like that. Maha Bali: Don't spam, use the emoticons. Just the other day, I was with mates I met, and we were talking about how emojis make a huge difference and the younger generation know that, but we sometimes forget to use them. It makes a huge difference Maha Bali: If you want to joke, or if you want to... Mia Zamora: It adds another layer of meaning. Maha Bali: Yeah. Mia Zamora: To the expression of communication. Maha Bali: A third dimension. Maha Bali: Respecting privacy. Clarissa Sorensen-Unruh: That a physical, what is it, 98% of what you say, or 90% of what you say, in a face to face conversationm is not verbal. Clarissa Sorensen-Unruh: So it adds some of that, not verbal, back. Maha Bali: Yeah, so if you're doing a lot Mia Zamora: Asynchronous, this is really important. Maha Bali: It's asynchronous text based communication. People forget that. Yeah. Maha Bali: And then this other thing, if it's on the internet, it's everywhere and realising what you shouldn't share. So that's kind of a digital citizenship angle. Maha Bali: Especially if your students are working in the open, these things to keep in mind, right? Maha Bali: This is a funny one, of follow the rules, this is about academic integrity, actually. And again, we assume that students know what we mean by that. Maha Bali: But you might mean it in a different way in your class than other people do. I like this forgive and forget one. Maha Bali: You know, assume that you've misunderstood someone's intentions. That's really nice, and talk to them, figure out a way Maha Bali: Whether it's going to be the teacher doing it, or the students doing it. Maha Bali: So thank you for sharing these, I think it's useful to look at them, Maha Bali: As examples. Maha Bali: Maybe you as a teacher, if you've seen one before that you liked you could share it. Maha Bali: I've actually never done this, but I feel like I have to do it this semester. I do other things, like I show them a video by Jay Smooth. I think his name is Jay Smooth, about how to tell someone they are a racist. You guys know that video? Maha Bali: We have it on our Equity Unbound side. Anyway, it's how to tell someone they're racist by focusing on their behaviour and not generalising about them as being racist. You can say, 'this behaviour was racist, so stop doing this behaviour'. Maha Bali: Which is OK, but if you address the person directly at their personhood. Maha Bali: It becomes Maha Bali: They get defensive and they find all these different excuses. So, I talked to my students about this because we have a lot of conversations about controversial things Maha Bali: And I just want them to call people out on things they've said or done, not generalise about them, 'you're a sexist person', or 'you're a whatever person'. It's just like, 'this thing you said is problematic, because'. Maha Bali: But hat was in face to face, and I think online it could get even worse if you're not careful. Maha Bali: Especially if it's in writing. So, if we were right now in a situation where you all are students and I'm Maha Bali: The teacher. What I'm going to ask you is to use the purpose of practice Maha Bali: To develop guidelines for our class at the beginning of the semester. And then we're going to revise these after a month or so, see if they're working for us or something to add. So we could start out working on them now. But then we can end up in a Google Doc later. Maha Bali: And I'm just going to show these tips over here, and just before we get into it, I just wanted to know, because Autumn hasn't contributed a particular code of conduct which you might have Maha Bali: A thought on this, and those terminologies, right? We're using, people say, 'community guidelines', 'codes of conduct', 'netiquette'. I like 'participation guidelines'. Autumn, do you have any comments before we move forward? Autumm Caines: I'm not a huge fan of netiquette, because of the drawing on older ideas of etiquette, Miss Manners, kind of stuff. It feels very antiquated and Autumm Caines: I think it sort of misses the point. I like both the words 'participation' as well as 'community'. Autumm Caines: And I like 'guidelines', because this is messy, right?We're talking about the way that people are going to behave together in an environment. And that's never going to be Autumm Caines: Or, if you if you make it really hard rules, or if you make it laws, I just think that that's not conducive of creating community. And so something like 'guidelines' or 'benchmarks', or something like that. Autumm Caines: I guess I have a hard line against 'netiquette', not really feeling that one, but either 'community' or 'participation' and 'guidelines' is a good one too. Maha Bali: 'Codes of conduct' also feels too dry. I don't like that one. Mia Zamora: I don't like the term 'code'. Mia Zamora: Because I think it suggests and in and out understanding of something. and then a kind of definitive contract. Mia Zamora: But at any rate, I think you said quite a bit that made sense, Autumn, in regards to breaking down the choices here. Maha Bali: I'm going to move on to this purpose to practice approach. So, this actually uses two liberating structures on top of each other. Maha Bali: The first one is going to feel familiar to a lot of educators, which is 1-2-4-All. This is a little bit like Think-Pair-Share, but Think-Pair-Share is usually done Maha Bali: when you're just doing a quick activity, versus for this one, you keep iterating on this 1-2-4-All. Maha Bali: In a face to face environment you think alone, think in a pair, share in a group of four, which would be your table or something, and then share with everyone else later. But, for this one, Maha Bali: When you do it online, the two and the four gets tricky. So you can either do it in ones and pairs, and then all, or in ones and fours, and then all. Maha Bali: And I would usually do the fours, because that way you get more people participating in the idea of forming, and if someone drops off because of their internet connection, you don't end up with someone alone. Maha Bali: So, I would usually do it 1-4-All. And so, what we're going to do is, normally you would send students in groups of four into breakout rooms to work on this, but for this one today, there's just us, and we can just do it together. (inaudible) Maha Bali: a timing thing just letting people know it's time to move on to the next step, right? And so, what we're going to do is, we're going to think about these four things. Maha Bali: The first one is principles. What rules must we absolutely obey to succeed in achieving our purpose, our purpose is Maha Bali: Community guidelines that ensure everyone safety, or something like that. We can name it, maybe we can talk about what is our purpose, what would be a good name? Maha Bali: But, for just today, just to save time, let's say community guidelines that ensure a safe online environment. Is that good for everyone? Safe and engaging, maybe both. Maha Bali: And then the second,one, participants, who can contribute to achieving our purpose and must be included? Maha Bali: And then structure, how must we organise both macro- and microstructures and distribute control to achieve our purpose? Maha Bali: And then, practices. What are we going to do? What will offer to our, in this case students, but in this case, the students will be talking to each other anyway, and how do they do it? Maha Bali: So in this case, it's actually students developing guidelines for students. But if we weren't educators trying to develop this for Equity Unbound, maybe with the students not with us. Maha Bali: We could do it, but it would feel like when we go to these participants, when we say, actually, these students should be included. Maha Bali: So, if we're trying to do this for Equity Unbound, the five of us are involved in Equity Unbound in some way or another. Maha Bali: Not all of us to the same degree. And, we have open participants or just other educators and we have our own students. Maha Bali: So, let's just try to imagine that that's what we're trying to do. So we're going to be very specific about Equity Unbound, specifically, Maha Bali: But knowing that we're missing some people in this conversation, we probably need to do it again once we do have students, but I wouldn't feel comfortable recording the students. Maha Bali: Okay, don't worry about these right now. We can come back to them again, if you've forgotten what they are. Maha Bali: So, I created two visual notice boards that we can use. Jamboard is a Google thing, that we can use the tree. Maha Bali: Use just like most Google Apps are. And, basically what you would be doing here is that the teacher would set up the space and then MahaBali: I could Zoom into one of these, principles or rules, what must we absolutely obey to achieve our purpose. I'm just going to say it again. Maha Bali: And then what would happen here is that, maybe, each one of you would take a sticky note. Maha Bali: And type something in it. Maha Bali: This gets a little bit annoying because you get into the technicalities of doing this, but it does help to have it visually so that each person can type on their own and then we group them together. Maha Bali: So you type your ideas here, and then, when we agree on certain ideas, we put them over here. Maha Bali: We move them from the individual to the group. Maha Bali: And then, if you have larger groups then you mix them up together, they go through the principles question, and then, after five minutes, participants question, the structure question, that kind of thing. Maha Bali: Alright, so that's one way. Another thing that's actually kind of cool to use is Maha Bali: Mural. If you've never used Mural before, I just discovered it during the pandemic. It's a really, really nice visual tool, but it takes a little bit of a learning curve. Maha Bali: But it's a lot smoother to use. Maha Bali: Then again, it's the same idea of you have sticky notes and my idea here, and then your idea here. Maha Bali: And then you think about them on your own, and then maybe you can make space on the right hand side to just decide what are the final ones we're keeping. You can either discard old ones, merge ideas together, that kind of thing. Maha Bali: But the cool thing is, for both of these, because you can zoom in, you can just focus on your own idea even though we're all in the same space. Maha Bali: You can focus on typing in your own idea without being distracted too much by what other people are typing, and you can add new sticky notes if there aren't enough for what you want to do. Maha Bali: So that's one way of doing it. Obviously, you can just create a few more Maha Bali: Slides on your slide deck and just use that. Maha Bali: So, what would you guys like to do? Do you want to do it on one of these tools, or should we just use a slide for each thing? Mia Zamora: I love those tools. I would be into trying one of them, maybe Mia Zamora: Jamboard. I don't know, Jim? Mia Zamora: What do you guys think? That sounds good. Mia Zamora: We can move that. Clarissa Sorensen-Unruh: You're already logged in. Maha Bali: Already shared it? Yes, I already shared it with you. Clarissa Sorensen-Unruh: You can see I've got not so good... Maha Bali: All right, so I Maha Bali: Didn't know how to draw a line. So I just did this squiggly thing. Maha Bali: So basically, I think it's Maha Bali: Just pretty easy, just clicking, Maha Bali: And right clicking. Maha Bali: Okay, just so you can pick a colour, obviously. So, I'll just let you guys. What I'm going to do now is just remind you of the first step of the process and I'm going to give you less time than you should have, just so that we can finish the video. Maha Bali: So, the first thing is what principles do we need to have in mind so that we achieve our purpose? So, if each of you would write one principle on a sticky note. Maha Bali: And put those over there and I'm just going to keep the screen open for three minutes and then I'm going to stop you from doing it individually, and ask you to discuss it for three minutes. Okay? Autumm Caines: I'm we're really sorry, I do not have the link. Maha Bali: Thatt's okay, I'll put it for you in the chat. Clarissa Sorensen-Unruh: Can I ask a purpose? Clarissa Sorensen-Unruh: Can I ask something about the question? Maha Bali:Yes, go on. Clarissa Sorensen-Unruh: Can you give an example of what a rule would be in this context? Maha Bali: I don't like the word rule, I think... Clarissa Sorensen-Unruh: I don't know either. That's why I'm asking. Maha Bali: Yeah, I would say 'principle'. 'Principles' is actually clearer than 'what rules muse we absolutely obey to achieve our purpose'. Maha Bali: What are our principles, what our guiding principles, what are our values. You can sort of tell from the difference between the cybersecurity one and Maha Bali: The Mozilla one that their principles were different. That's why their practices were different. Maha Bali: What they thought about, what they thought they were trying to achieve, was completely different. Maha Bali: So, Maha Bali: I'm going to Maha Bali: Come back to here. Okay, you are all in, you can see their pictures over here. Maha Bali: So now I know everybody is in here, I'm just going to Maha Bali: I think they're just making copies of these Maha Bali: Today we were doing something like this in my department when I kept doing rainbow colours. And I was like, 'it's so disorganised'. I was like, 'before they were all the same colour, that's really difficult to differentiate from each other and mine'. Maha Bali: Like the teacher, now, I'm just going to zoom into this one. Intentionally equitable hospitality. Yay. Maha Bali: I'm the teacher, I shouldn't be talking, but I'm talking to the people who are watching. Maha Bali: Intentionally equitable hospitality. Something that those of us in Virtually Connecting have been writing about and practising as much as we can, which is, how do you ensure that your online spaces are hospitable. Maha Bali: To those farthest from justice, so you're not just making sure that everyone is treated equally. You're trying to make sure that those who are usually on the other end of equity get prioritised Maha Bali: And you're intentional about how you do it, because if you don't do any intentionally, it's not going to happen. Maha Bali: And Ken is posting stuff in the wrong place. So, if I'm the teacher and I'm looking at the board of and where it's going, I might just go to the breakout room and tell them, it's in the wrong place, but I think he was just writing it to leave space for others. So were you waiting? Ken Bauer: Yeah, I was, I was trying to move off to the side. Maha Bali: He was trying to make room. Maha Bali: So, normally, I'd let them go for a few minutes on this. I'm going to zoom in and see what Maha Bali: Ken just put. Ken Bauer: The zoom seems backwards to me, with my mouse wheel. Ken Bauer: Just something strange. Maha Bali: Okay, so here's someone. Maha Bali: Always be respectful. Extend yourself to understand different perspectives. Maha Bali:Be patient, practise listening before speaking. I'm just going to say this, as I look at them, always be respectful is fine, but this, be patient. Practise listening before speaking, these are practices, not principles. Mia Zamora: Okay. Maha Bali: And then before you speak think if it would be better to give someone else, that's, again, that's a practice not a principle. Maha Bali: I think intentionally equitable hospitality is a principle. Maha Bali: Which you might need to lay out if you were in a student space, where not everyone really knows what that is. Ken Bauer: Yeah, that's a good point. Clarissa Sorensen-Unruh: I figured everyone did. Maha Bali: Did know what it was? Everyone here does. Ken Bauer: Right, everyone here does, but my students wouldn't. Maha Bali: Right, so you could unpack that into several other principles, right? I think that's right. Ken Bauer: It would be nice if it was a card that flipped Ken Bauer: Over and we can have... Maha Bali: I like that very much. Maha Bali: So what you would be doing is, students would work on these on their own, and then you would ask them in groups of four to discuss them, Maha Bali: And then come up with ones. I think that when you come up with something like 'be patient', take it to the practices for now. Maha Bali: But you need to later be able to connect them to your principles. Maha Bali: Right? Maha Bali: So you need to revise them again as you get there because, what ends up happening, is maybe people think about collaboratively developing a code of conduct with students, but they start with the practices. Maha Bali: And then when you do that you might miss out on certain principles and then you'll find it missing in your practices. Ken Bauer: I wonder if some people are better at doing the thinking bottom up versus top down to them, Maha, so Maha Bali: Maybe coming from both angles is useful. Maha Bali: That's very interesting. Ken Bauer: I don't know. Just, my software engineering background, I'm thinking bottom up and top down. Maha Bali: Well, it's interesting because you're also making me think about instructional desigm that usually starts with outcomes, which I don't like. Maha Bali: I think, I developed my courses starting with my values, and this does exist. These are process oriented and critical curricula. You start with your values and then you design your content and your behaviour and everything around your values, not around your outcomes. Maha Bali: Because Maha Bali: Who gets to decide what the outcomes are? Maha Bali: When you're explicit about your values, Maha Bali: there are values, even when you Maha Bali: Put outcomes there, but they're not transparent. Ken Bauer: Right, and sometimes we're not explicit Ken Bauer: I love that you said that. Ken Bauer: I randomly chose pink. But I guess I was right, because it was a practice. Maha Bali: That's so funny. Yeah. Ken Bauer: I'm going to say I meant to do that. Maha Bali: I like the agency aspect collaborative orientation. I think like that could be a principle. Always be respectful, Maha Bali: Extend yourself to different perspectives. Maha Bali: So, just because of time, normally, I'll give you time to discuss this amongst yourselves. Maha Bali: I think, for just the purposes of video, let's just move on. Maha Bali: Yeah, go ahead. Ken Bauer: What would be the goal of doing that time? Would it be perhaps to split some out, or merge some, or what would be the goal for that time? Maha Bali: Yeah, agree on the ones that you all agree, and then you'd move them to the bottom, because if you just move the ones that you all agree on. Ken Bauer: Okay. Maha Bali: So, let's all agree that. Maha Bali: We just move it here, or we just make a card, a duplicate, and move it down. Maha Bali: One of the funny things that happens when you have students working in different groups, but seeing each other's work is that occasionally Maha Bali: After the four talks, someone likes something that another group did, and they just take it, and I always tell them, make a duplicate of it. Don't take someone else's idea, make a copy of it, so that they can still find things. Ken Bauer: I like the point about mechanics, though, Maha. Some students might be staring at it, figuring out, how do I Ken Bauer: Make a new sticky note? Ken Bauer: And I just grabbed one and made a copy, it was much easier. Maha Bali: Yeah, yeah. One of the things I don't like about using these tools is that people can be uncomfortable with learning the new tool and this is already an uncomfortable type of Maha Bali: Exercise and I don't want to do that. But some people really enjoy it, too. So it's one of those tricky situations. You could do it on Google Slides and just give everyone, I'm just going to show how that would look, we're not going to do it. Maha Bali: You could just say 'Ken', and then Ken will write his, Mia will write hers, and Clarissa will write hers. Maha Bali: Right? And then, as a teacher, it's actually going to be easy for me to see who did what, who said what, and who contributed what. Maha Bali: And then all four of us agree that. Ken Bauer: I like this Jamboard thing, we Ken Bauer: Put our pictures on it for a second there and Ken Bauer: You can zoom in and zoom out and Ken Bauer: Just participate without typing. Clarissa Sorensen-Unruh: I really, I didn't know the Jamboard existed. I didn't realise it. Ken Bauer: Neither did I, till today. Clarissa Sorensen-Unruh: And I was like, 'this is amazing'. Ken Bauer: It came up in a tweet earlier from Brian Bennett and I just tagged him, Maha, about the other one you shared. Ken Bauer: Yeah, he was looking for an alternative to something else. And someone suggested this one. Maha Bali: But the thing with Mural and Miro, so there is 'Mural', like a mural the on the wall, and Miro, M-I-R-O, and those two, I think a lot of it is not free. Ken Bauer: So he was looking for alternatives to Padlet. Maha Bali: But the thing Padlet has that this tool doesn't have, is that Padlet has upvoting, and stars, and ratings. Maha Bali: Comments. Yeah. So it's not just about a post-it. Maha Bali: More than that. So I think it's important, but it has all kinds of privacy issues, I think. Maha Bali: And also, the free version also limits you to three, or something. Maha Bali: Anyway, so what happens with this is, because you can see the four different things, people will jump to different steps of it, and liberating structures tend to structure things a little bit to ensure Maha Bali: Something that hopefully is a good outcome. So you really do want to ask people to try to stay within the structure and then you time it, and then you make sure that you go fast enough, so people don't get bored. Maha Bali: So when we go, if we're talking about Equity Unbound here and we're talking about who contributes to achieving our success and must be included, Maha Bali: I'm supposed to be the teacher, but I'm just going to contribute. Maha Bali: I'm going to say Maha Bali: Students in our classes should contribute to Maha Bali: This one. Oh, it's huge, I didn't mean to make it that big. Maha Bali: When someone said that all people should feel safe to participate, but it's not about participating in general, who I guess maybe you can Maha Bali: I must contribute to, even the guidelines that we're trying, our purpose, which is creating a safe environment, we're trying to develop community guidelines to have a safe online environment. And so what or Maha Bali: Who needs to be part of that decision making process, not just the five of us, right? Maha Bali: When you say all people, I think, I understand where you're coming from. But you need to name them. Maha Bali: Because I'm sure you don't mean my husband, or my daughter. Maha Bali: They could, but I don't think that's what you mean. Maha Bali: I think you mean... Autumm Caines: It occurs to, Maha, that you say, I'm supposed to be the teacher, but I'm going to contribute anyway. I think the teacher has to contribute at some point. Autumn Caines: I think there's a point where you need to relinquish power and authority, but Autumm Caines: You're still the power and authority in that classroom. And so I do think that you need to, like if somebody suggest something that's really problematic, you Autumm Caines: Need to be the one who kind of steps in and takes that burden off of students and trying to hash that. I mean, it's wonderful to say, 'oh, that's the democratic process and we're going to', but Autumm Caines: That's a huge burden to put on the students and say that they would step in if somebody did suggest something that was really problematic. So that would be one that I would put Autumm Caines: It under the 'who', is also the instructor. Maha Bali: Okay, that's interesting. Ken Bauer: You give them confidence that you're going to step in for them. Maha Bali: Right. And I was talking to Remi about this when we're doing the video for annotating the syllabus. Maha Bali: Is that a student suggestion for changing something in the syllabus could exert power that privileges them and disadvantages other people. Maha Bali: Right? And so, how do you deal with that? And he said, 'sometimes I deal with it publicly, sometimes privately with that student, and we talk about, how does your comment affect other people'. And other thing that I was thinking about is Maha Bali: When there are things, like if you're a group of four, and two of you think something is important to you, and two of you think it isn't, Maha Bali: How do we decide together? Imagine me, and I was telling you about my colleague who likes the Autumm Caines: Word 'medicare' Maha Bali: And I have more power than she does. And so sometimes I just step back and say, 'fine, use it'. Maha Bali: But it could have been a situation where I say, 'well no, what I say is going to go', right? Maha Bali: And so if my boss was trying to work that out, there's a power imbalance, and I just realised I didn't spend a lot of time explaining to her, why don't I just let it go? Maha Bali: It could have been one of those things where you could have a conversation about it, but would someone just give in? And giving in is sometimes a way of being. Maha Bali: I was trying to be helpful, by just not exerting too much power, but in another situation. I could have been exerting power, or she could have stepped back because of my power in that situation, so Maha Bali: Students have power too. Autumm Caines: And it occurs to me, this is why that revisiting of these guidelines in the middle of the semester is so important, because if something does sneak through that's problematic, Autumm Caines: At least you get that Autumm Caines: Chance to kind of revisit it. Maha Bali: Or it sounds good in theory but when you apply it, it doesn't work out, or you find out that you're missing a group Maha Bali: Like thinking about, for example, I was talking to one of the people from our office of student well-being, and she's talking about inclusive, accessibility of all the different activities that we talk about. Maha Bali: And if you don't have a blind student in your class and your class is not accessible to blind students, you won't realise Maha Bali: It won't be a big problem. But once you have one, you do need to do something about it. Maha Bali: You should keep it in mind, anyway. Maha Bali: But definitely, when you have one, it's a whole other ballgame. I put alt texts, for example, to all my pictures and whatever. But there might be other things that I don't know that I need to do. But as soon as I have a student that's blind, then Maha Bali: I will have to be very aware of all those things, and I might discover new things. Mia Zamora: That's thinking of this as a living document, that is a participatory context for that lived knowledge, is an important thing. And that's why the terminology 'code'. Mia Zamora: Or language like 'contract', Mia Zamora: is problematic, because it Mia Zamora: Makes it a fixed thing that stands and then becomes the reference point, like a mountains, rather than a kind of Mia Zamora: fluid thing that is negotiated over time and that everyone is learning with, as the thing is in development, and then has iterational editing moments. Ken Bauer: I love that point, Mia. Clarissa Sorensen-Unruh: I like the iterational editing, because I was thinking, this could be really context dependent, depending on what you're doing. Clarissa Sorensen-Unruh: In that particular moment. So you might want to revisit this every time you do something that's different. You set up this for the codes of conduct, not codes of conduct, we just said we didn't like that. Sorry. The Clarissa Sorensen-Unruh: Participation guidelines of Clarissa Sorensen-Unruh: Being in discussion forums, or I don't like discussion forums, but being in Slack back channels, or whatever. Clarissa Sorensen-Unruh: But then, maybe there's something different for how you're going to go about doing your blogs or having classroom discussions or being in groups. Ken Bauer: Could be something we look back and often during the class and say, 'well, let's go see what our document says, and if it needs updating'. Maha Bali: As you were talking about it, it made me try to think, speaking of context, going back to Equity Unbound specifically, and openness, maybe as a principle, Maha Bali: We feel is important to it and because someone over here in the structures talks about collaboration and and where everyone can contribute, and we have that in Equity Unbound, but I think you can do it better. Maha Bali: I don't think our practices meet our purposes. So there's a purpose to practice, let's go back to what your purpose is. Look at your practices, are Maha Bali: you getting there? Maha Bali: And I think we have a process, but it might not be the best one. Maha Bali: I'm just going to mute. Clarissa Sorensen-Unruh: I was also thinking that it helps find orphans. Clarissa Sorensen-Unruh: Right? So if you're in the midst of Clarissa Sorensen-Unruh: Doing it, you're like, 'no, this practice is really important'. And then you don't have a purpose for it. Ken Bauer: So, would inclusion be one of the Ken Bauer: principles we should put there, and that links to what I was writing? Ken Bauer: I'm trying to back track to what the principle would be. Mia Zamora: Yeah, I think that's it. I think that the principle is inclusion, and then how do we get there through practice goes in the pink. Clarissa Sorensen-Unruh: It makes me think of, we have this thing that we did at one point, they called it string theory, it's not really string theory as in quantum mechanics string theory. Clarissa Sorensen-Unruh: But it's like tying things together, there were big bins like this, and you had to tie, you had to have a string connecting everything Clarissa Sorensen-Unruh: And if you didn't have a string connecting something you had to go back and revisit and say, 'do I need that? Do I need to add something to make it happen, or is this really not going to be part of what I want to do?' Mia Zamora: Yeah, that makes great sense because that makes the purpose aspect of this whole project front and centre. If the string is loose, Mia Zamora: And there's no connection there, then it really isn't calling us in purpose. And so it's discardable. That's really interesting, actually, as a metaphor. Clarissa Sorensen-Unruh: And it was really cool, because the things that had a lot of strings to them should be the centrepiece of your project. Autumm Caines: Mmm. Clarissa Sorensen-Unruh: Right? Autumm Caines: Calls them out real clearly, that way. Mia Zamora: It helps to identify shared values and shared purpose within the community. Clarissa Sorensen-Unruh: That we don't have strings. Mia Zamora: Well, I guess we have sticky notes that are sort of plugging the gaps. Clarissa Sorensen-Unruh: Could you do Clarissa Sorensen-Unruh: Sticky notes across, where they're linked together, like they're bigger? Clarissa Sorensen-Unruh: Yeah, like you have them in rows, like if it was a mosaic? Mia Zamora: I'm thinking that way. It's just that the visualization isn't really affording that aspect of it. But when I see a sticky, Mia Zamora: I'm looking for another colour that picks up on that sticky. So, if I see 'always be respectful', then I'm looking for how that plays out regarding participants. So, that will be where the thread is. Maha Bali: So you would use the colors in a different way? Mia Zamora: Well, yeah, this is just a design issue we're talking about, right? Ken Bauer: Sure. Maha Bali: No, actually that helps, because I think colour, I think Maha Bali: Columns, or the way we do a visualisation, should have meaning and should have Maha Bali: Purpose for us, or else, you could present it in text, right? Ken Bauer: Or you could number the threads or find another layer to visualise it. Maha Bali: I wonder if, when you said Padlet, because Padlet has this ability to do what she's doing now. Maha Bali: Because the thing is, that it could, Maha Bali: Openness plus inclusion together, could lead to one practice. Ken Bauer: Right. Ken Bauer: But then if we moved those stickies, then that that line doesn't move. So it'll get ugly. Maha Bali: Yeah, that's right. Ken Bauer: It's not a connected piece. It's just a free... Maha Bali: Right. Ken Bauer: It's just a free string. Maha Bali: So, what I'd like to do is just say, I think we need to wrap up the video itself. Maha Bali: But we can say, we've got something everywhere right now, but we Maha Bali: Need to go back. Can we go to the Maha Bali: Practices, right now, and see what might some of these practices look like? We talked about openness and inclusion. What are some practices that we need to talk about? And remember the other aspect of Maha Bali: Some of the things that we looked at were, not only what's acceptable, what's not acceptable behaviour, but also how to report unacceptable behaviour. Maha Bali: And what are the consequences? Ken Bauer: For remediation or...? Maha Bali: Like, if a student gets offended, or hurt, or harmed in some way. Maha Bali: Do they e-mail you, do they Maha Bali: Meet you privately, do you recommend that they speak directly to the other student first? What do you recommend? Autumm Caines: Not necessarily. I think that sometimes, Autumm Caines: Depending on the context, depending on what's going on. I think students should feel free to come to me as an instructor Autumm Caines: If they feel like they Autumm Caines: Need to come to me first, I want to be open to that. Maha Bali: Yeah, although perhaps you also want to tell them, if they have some kind of Maha Bali: Mental health Maha Bali: Situation that Maha Bali: They need to go directly to their counselor. They should know to do that, but you need to tell them that, too. Ken Bauer: Or even say, 'if it's about me, This is the person you should go talk to'. Ken Bauer: We need to be very direct and open about this, before a problem hapeens. Maha Bali: To be clear that the teacher themselves could be the person that's the problem. Autumm Caines: Yeah, but I do think that trying to set an ethos of transparency and a first stage, if it's possible whatsoever to talk openly Maha Bali: About what you're experiencing, either with the person that it's Autumm Caines: happening with, or with the instructor, or whatever. Autumm Caines: I'm not sure exactly how to word it, but I think those are extreme cases where Autumm Caines: Somebody can't go to the actual person. So, I don't want to set it up that that's the norm, Autumm Caines: Necessarily, that you have to go to Autumm Caines: Somebody else, right? Maha Bali: Yeah. But the other thing is also, if they're going to report it to me as the teacher, isthere a form, for example for reporting these kinds of things, that doesn't Maha Bali: Ask you for any personally identifying information. And then, in that form, maybe it asks them, do you want me to bring this back to class, or do you want to? Maha Bali: Also, when someone reports something, what kind of action to they want the teacher to take? Maha Bali: How involved? Maha Bali: There are just a lot of things to think about, here. Clarissa Sorensen-Unruh: I was wondering if, since we had talked about it, if there wasn't also a reflective piece Clarissa Sorensen-Unruh: That could be put into that of, think about what was what happened from both your point of view and the others' point of view, and try to figure out whether it was intentional harm. Clarissa Sorensen-Unruh: If it was intentional harm, then we need to follow up with the appropriate party. Clarissa Sorensen-Unruh: But if it wasn't, Clarissa Sorensen-Unruh: Then maybe it's worth a conversation, or something along those lines, and you can come to me and Clarissa Sorensen-Unruh: Find out more. Maha Bali: Yeah, you know, this makes sense in certain contexts. If it's like a minority. I don't want them to worry about intentionality of harm, because that's what microaggressions is, it's someone who's Maha Bali: being racist or whatever, without intending to, but they're still harming you, and it doesn't matter that they didn't intend it, because of the consequences. Autumn Caines: That's the probably with unintentional harm, is that it's Autumm Caines: Really easy to just keep replicating it. 'Oh, it was unintentional'. 'Oh, it was unintentional'. At some point... Maha Bali: You're intentionally not Maha Bali: Being careful. It's always like when my daughter does something, she's like, Maha Bali: 'Oh, I just didn't notice'. (inaudible) Maha Bali: And you keep not noticing, and this keeps happening. This is a sign that you need to start noticing and not noticing means you are being careless, right? Clarissa Sorensen-Unruh: Well, I wasn't saying don't do anything about. Clarissa Sorensen-Unruh: What was unintentional harm, Clarissa Sorensen-Unruh: But just try to understand from the other person's perspective what was happening. Maha Bali: Right, yeah. Clarissa Sorensen-Unruh: And then, figure out whether that was something that was malicious and then, have a conversation about that, or have a conversation with me, or find the appropriate party to have a conversation with, Clarissa Sorensen-Unruh: So that we can follow up on that, but also that kind of moment that you liked in that netiquette. I'm sorry, I'm using the word. The moment that I put that was, give people the benefit of the doubt. Maha Bali: Especially with written online stuff. I think that makes sense. Maha Bali: This is reminding me of that guy who was trying to tell me what to say in my keynote. Maha Bali: 'Are you telling me what to say my keynote? Are you telling me?' Obviously, I wasn't truly asking him a question, and I was giving him the chance to apologise. He took a while to realise, but anyway. Maha Bali: So anyway, I have a feeling this exercise actually needs a lot more time Maha Bali: Than I thought. I already thought it was going to take time, but I think it needs more time, and especially students that have never done anything like this before. Maha Bali: I'm wondering, this is what I'm thinking right now for my class, is to try to develop something and show it to them at first, because I have a feeling Maha Bali: I can't stay three weeks. Mia Zamora: That's what I was thinking. Mia Zamora: There should be some base reference point, Mia Zamora: And then an invitation to edit, Mia Zamora: Add and remix, Mia Zamora: As the community grows. Autumn Caines: And I keep coming back to the Autumm Caines: annotate the syllabus activity, I think that Autumm Caines: That might be Autumm Caines: A seeding activity for something like this. Ken Bauer: And then offload it to Ken Bauer: Something like this, after. Sure. Maha Bali: And the safety considerations, so Maha Bali: This could be a way of doing it. And then reading the safety considerations that we have Maha Bali: That Kate Bowles wrote, Maha Bali: Can be a thing for students to think about, because if they've never thought about, Maha Bali: They don't think about these things in necessarily the way we do. They don't all think about it, we've been thinking about it for years. Mia Zamora: I actually think that's a great suggestion, is that reading those safety considerations just heightens a particular kind of sensitivity and signals to others that there's a value system that needs to be extended in order to learn Mia Zamora: In a way where everyone feels safe. So even if not all of those safety considerations are completely synthesised and absorbed, there is this kind of signaling as to something important. And then it can be constantly worked through, through practice in the class. Clarissa Sorensen-Unruh: Yeah. You'd either have to do that. Or you'd have to start with something. I'm trying to think of something kind of simple that you could start with this on, but I can't figure out what exactly that would be Clarissa Sorensen-Unruh: You know, everything I could think of is complex, like how to eat a banana. Something that everyone has, so you would use it for your context, because some of you don't eat bananas. Clarissa Sorensen-Unruh: Whoever you are, so don't use that. Maha Bali: The bananas give me an idea, like the purpose is to lose weight. Clarissa Sorensen-Unruh: Right. Maha Bali: Principles are that you want a sustained weight loss, you don't want to be malnourished as you lose weight, for example, make them go into, actually, when you think about, I'm just going through the process. Thank you, Clarissa Maha Bali: For thinking about, for example, the participants should be your family because they have to eat meals with you and you might need, maybe, your friends. Maha Bali: Because they need to understand Maha Bali: When you go out or you exercise, or whatever. Maha Bali: And then maybe the Maha Bali: Structures might entail waking times Maha Bali: Oh, yeah. Maha Bali: Or shopping times, Maha Bali: Or whatever. Maha Bali: And then you can set the practices that you can do. I think that's actually one of the problems. A lot of times people are trying to lose weight, but they're not Maha Bali: basing it on the principles. Maha Bali: So it doesn't work for them. Ken Bauer: It's about why they're doing it. Clarissa Sorensen-Unruh: I was just thinking that, because I don't like to decree. Clarissa Sorensen-Unruh: What will happen, Clarissa Sorensen-Unruh: Purely for the for the participation guidelines, I like that free form of Clarissa Sorensen-Unruh: Them thinking up what they need to say, not just remixing what I've said. Ken Bauer: Right. Clarissa Sorensen-Unruh: Have to do something really simple that everyone kind of understands first, so that you could move to something more complex. Ken Bauer: Right. Maha Bali: Did you want to the simple thing to Maha Bali: Be something related to that as well, or just showing this arc? What I thought you were saying was, to go through the arc of it. Clarissa Sorensen-Unruh: The process. Yes. Maha Bali: With something that's not that significant. Clarissa Sorensen-Unruh: It was something that doesn't really matter, Clarissa Sorensen-Unruh: But everyone kind of does, Clarissa Sorensen-Unruh: Or thinks about. Ken Bauer: Or examples, because some students just really are uncomfortable with a blank page. Ken Bauer: Like Mia was saying earlier. Ken Bauer: Give them examples. Give them something to start with, not that fear of the blank page. Maha Bali: Okay, I think I'm going to stop this video for now. What I'm going to ask you all to do, Maha Bali: Thank you, Maha Bali: What I'm going to ask everyone to do, and we're going to ask a few other people, Maha Bali: To give us good ideas of this kind of thing for classes, so that we can share in the additional resources, some actual examples. Because the ones we shared now, are not mainly for classes. Maha Bali: Okay, thank you all, bye.