Design principle 1: Content as Camp-Fire
Clarifying complex issues with campfire-style dialogue, in other words enabling an open and connected dialogue to form around content which acts as a motivator (participants come for the content, they stay for the conversation).
Design principle 2: Openness
Understanding openness as a classification rather than the binary alternative to closed. Recognising that degrees of openness in terms of access, resources, governance and data afford respective degrees of engagement.
Design principle 3: Transparency
Making any structural heirachies (between the teacher and learner) explicit in the knowledge that learner-vulnerability is a core component of the learning transaction (Watters, 2015).
Design principle 4: Validation of [Student] Voice
Exploiting the pastoral affordances of digital architectures. Thinking of our technologies as communication tools not computational devices and so extensions of an empathetic pedagogic practice.
Design principle 5: Embodied Learning
Encouraging a meta-cognitive learning experience by deconstructing both the mode and moment of learning (so if we’re talking about security for example, then our cohort should be made to feel self-aware if not insecure as a part of the process).
Design principle 6: Mediated Ownership or Inclusivity
Enabling equitable ownership by all stakeholders in the class’s development. Rather than teacher/suppliers and learner/consumers of an edu-product.
Design principle 7: Fast and Formative
Tight feedback loops manifesting as direct engagement via Twitter, blog comments and in seminar (versus summative assessment).
Implementation (practical toolkit): RSS feeds for blogs, Tweetdeck for column searches on hashtags.
n.b. The above principles were positive commonalities that we identified from experiences of teaching the first iteration of #CClasses and as such will be subject to further revisions.