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Underpinning structure of digital circles

Netiquette guidance 

It cannot be assumed that students automatically know how to communicate in an online environment and instances occur where misunderstandings and misinformation can lead to negative experiences for those users of the digital circle.

Due to this, research shows that a set of rules or guidance in relation to how to behave online may benefit those within the circle. A term that has been coined is ‘netiquette – ‘[it] is network etiquette, the do’s, and don’ts of online communication. Netiquette covers both common courtesies online and the informal ‘rules of the road’ of cyberspace” (23).

The term encourages ‘digital citizens’ to consider how they behave in digital environments, because each digital circle will have its own social and cultural norms, contexts (informal/formal), purpose (what it’s for) and people (known/unknown to the user) (24).  

The aim of netiquette guidance is to enable a positive, engaging, and constructive environment. It enables students to feel safe, respected and connected within the digital circle.  Equally in the absence of visual and auditory cues, it reduces the chance of misunderstandings and misinterpretations of messages.

Considerations for setting up a digital circle 

When setting up a new digital circle, there are several questions that need to be considered first to understand the intended purpose, goals, and outcomes. To do this, you must put yourself in the shoes of the one who will be accessing the circle so that you can better understand what they will want out of the digital circle and how you can meet their needs.

The below list of questions is adapted from Jisc’s scoping canvas for digital communities, and they recommend each member of the team (who will be setting up the digital community) should complete this task independently and then share their thoughts with the wider team for discussion. Your collective decisions can then be shared with any potential partners or other colleagues involved in the digital circle. It is recommended that around 20-30 minutes is spent on this, and leaving some blank is appropriate if you are unsure.

Questions to consider when setting up a new digital community

 1. What is the purpose of the circle?

Contemplate what the digital circle's reason for use is and what the members are expected to get out of it.

 2. What are the objectives and aims?

Think about what the digital circles' main goals are and what the creators wish to achieve with the circle.

 3. What would the members' journey be? Why would they choose this circle to join?

Consider what the members of the circle will do whilst taking part in the group and what makes this digital circle stand out/more advantageous to them, compared to other groups they could join.

 4. What do you know about your target group? What unknowns are there?

Consider what type of person (or groups of people) you are aiming to support and consider what you need to know about them to engage them.

 5. What are the intended outcomes?

Identify what the end outcomes of your digital circle are to be and how these results can be achieved.

 6. Who will keep the circle members engaged? Who will monitor the circle? How will this be achieved?

Decide who should lead the digital circle (considering the context of the group and who the main audience is). For example, if it set up for students, should it be run by students or staff members? Also consider who will monitor and maintain the digital circle once it has been created, to ensure its sustainability.

Learner inclusivity and intersectionality 

At any institution, the student body comprises of several different types of students, all with varying needs. Although digital circles are easily accessed by most students, there are certain groups of students who may find it hard. Family commitments, work/life balance issues, lack of time and disability, to name a few, may get in the way of getting the most out of digital circles. The groups of students that we felt face additional challenges to the “typical” student, include mature students, placement students, distance learners and commuter students.

Intersect means when two or more things cross over and connect. Examples of this in a university setting include a working mother who lives at home and not on campus. They would be a mature student and a commuter student; or an international student who has a placement as part of their studies, they would be a distance learner and a placement student; or a student could be older than 21, commute into university and have a placement.

Suggestions for intersectional engagement

  • 1- Have a digital circle for each type of student, to allow for integration and a sense of belonging to develop.
  • 2 - Allow for social/personal communications outside academic requirements to take place for better chances of bonding and connecting.
  • 3- Build a digital circle where inclusive imagery, language and resources are used to ensure all types of students are considered and no-one is left out.
  • 4- Ask students on arrival what they would gain from joining a digital circle – for example, mature students may prefer information sharing in the evenings.

Key questions to consider for inclusive digital circles

  • Question 1- How can cultural and time zone differences be overcome for distance learners, who are also mature students and have other priorities such as children and work schedules?
  • Question 2 -What steps will be taken if distance learners develop technology-dependence or feel overwhelmed by message overload?
  • Question 3 - How will students with special needs be supported whilst on placement?
  • Question 4- How will time constraints (including work and family commitments) be accounted for, for students who set up and run digital circles?