13. Use metaphors to create a sense of architecture for your students to orient themselves in the various conferences you create for them. You can call a conference, for instance, for socializing "The Coffee House", a conference for exchanging literature references "The Library", and conference for providing each other with technical assistance, "The Technical Assist Shop", etc.
14. Students should be aware that each conference environment has its own standards of (verbal) behavior. It's reasonable to make typos and other mistakes when "walking" into the Coffee Shop; whereas a formal conference requires attention to correct language use.
15. If it seems appropriate, invite online experts to the electronic class discussion. Faculty associates from the same or other departments on campus may be available for a week to respond to student questions. Authors’ books or articles that are part of the course readings might be reached for electronic reactions to questions via e-mail, etc.
16. Make computer conferencing an integral part of your course. If students have to make the effort to learn the technology and be enthusiastic about its learning potential, it has to be important to the course and the way they are evaluated.
17. Encourage students to do work for the conference off-line. Sometimes, they may need to learn how to transfer files, but in many cases, they will be able to copy and paste text from word processors directly into conference messages.
Things you should avoid:
1. Don't make computer conferencing an add-on of low priority and infrequent use. Students can’t master the technology if they use it only occasionally, and they will not bother to explore the potential of electronic in-depth discussions when those make up only 10% of their course grade.
2. Don't separate what's happening in the conference from what's happening in the face-to-face class meetings. Students have to see the function of the technology used for their regular class activities or they will not take the conference seriously.
3. Especially with larger classes, don't expect students to be able to frequently meet in small groups outside of class time.
4. Don't expect students to know how to collaborate. Make allowances for discussion forums on group conflicts and group dynamics.
5. Don't expect a structure for the conference to emerge if you have no framework planned ahead of time.
6. Don't make students dependent on you as the technical expert for the system; otherwise they'll never learn to collaborate with their peers.
7. Don't make hasty allowances for students' perceived incompetence of dealing with computers. They'll realize once they find out it's important for the course.
8. Don't squeeze everything into a single conference. Any long exchange of ideas becomes rather confusing. Turn things into new conferences or create new topics as they become necessary.
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