NG CMS Functional Requirement: Collaboration/Communication
Each column explains an aspect of a functional requirement. The Recommendations column is where suggestions from visitors are placed.
1. Function The Function describes how specific events, supports, designs, and interactions should work or be designed within a CMS.
2. Examples The Example is one illustration of how a Function might be conceptualized. There may be many examples that illustrate one Function.
3. Deeper Learning Principles NLII's Deeper Learning Principles include (a) Active, (b) Social, (c) Contextualized, (d) Engaged, and (e) Ownership.
4. Teaching Practice Teaching Practice describe how the function supports instructional decision-making, management, and behaviors.
5. Learning Activities Learning Activities explain how the organized experience of the learner support the deeper learning principles.
Recommendations 1. Functions 2. Examples 3.(a)Active 34.(b)Social 3.(c)Contextualized 3.(d)Engaged 3.(e)Ownership 4. Teaching Practice 5. Learning Activities
As a function, "Integrated Strategies" should be defined more clearly. It is taken here to mean "integrated functionality" in the sense that discussion boards may be seamlessly integrated with other functional areas of the CMS with a flexibility to link discussions and threads to other content, posts, and processes. ... Likewise, the term "framework"' is ambiguous. It could be taken to mean the framework of the discussion/thread, or the framework of the CMS. It is recommended that this Functional Area be articulated more clearly as a function. Integrated strategies for rich discussion and commentary within the framework. For example, when setting up a discussion, instructors make choices not only about access and identity, but also about feedback mechanisms, automatic responses, ability to link to other locations or resources, media, etc. By focusing on the content of my thoughts and activity without being constrained by the structure of the CMS, I am better able to stay active in my work. If the online discussion has the ability to seamlessly move from topic to object (say attachments, links, references to previous threads, etc) then I will be more able to construct my own knowledge thru the interactions with others. By affording a broader context for commentary during or subsequent to a discussion, I am able to bring locate the discussion within the larger context of my world.
Functions that accommodate learner as the individual and learners as a group so that there is flexibility in what learners learn within a structured format For example, when collaborative areas are designed, prompts help determine what role each student should perfom as well as prioritizes learning objectives based on their accomplishments so far in the course. 
This function could stand to be more specific and perhaps broken into several functional areas based on the different models of discussion, communication, and collaboration that learning research proposes. Discussion tools should incorporate what research informs us about discussion, communication, and collaboration. Fro example, a function can be used to search for specific words and their synonyms.
Option to set up threaded discussions that are password protected and that can be broken up into subtopics with levels of access control Forums are set to enable only a specified group of students (and/or faculty/TAs)) to participate. Thus giving the group ownership and privacy within discussion. Subtopics can be broken down further again giving specified groups access and privacy without the clutter of other non-relevant subtopics. I may bypass irrelevant discussions and stay focused/actively engaged with key topics without information overload. This is learner-based design rather than content-based design. I am enabled, encouraged (pressured perhaps even) to engage in social interaction with others given the limited access and privacy. Small groups tend to encourage deeper interaction. By affording some level of privacy in the discussion groups, I will feel safer to to persue different interpretations, adaptations, or opinions that are contextually appropriate within my experience and world but not necessarily along the predefined path of the content. Because I know that I am working with a smaller group in a private space, my sense of belonging and involvement will be enhanced, thus I will be more engaged with the group. Because fewer students are granted access and that access is considered special (by password only) then I have a greater sense of ownership -- both in terms of my right and responsibility to the content and process of discussions. Make assignments of students to specific discussions based on any number of factors such as interest, learning strategies, learning styles, etc. students discuss deeply, in private, and in small groups with all their discussions tracked for reflection.
Include collaborative tools for students that include: shared space, more power (if faculty chooses) for student to create threads, make announcements, etc. Students have shared space to store files, application share, discussion boards, and space for Student Announcements (differentiated from Instructor Announcements) where students can opt to view or not. I have more power and therefore may take on more responsibility for not only my own learning, but for others as well through the option and encouragement to share resources (doc share) and thoughts (discussions). I can also set the direction for the discussions thru my own power to create threads. I can work with peers rather than simply follow the lead of the instructor. To do this we will form consensus building (or dispute) based relationships with each other. I bring my own context into the content and form of the discussions and collaborations, if given the opportunity. I am engaged not only in my own work but in that of others -- thus giving me opportunities to reflect on different perspectives and perhaps feel compelled to revise my own work based on that reflection.  I "own" the space knowing that my work may be evaluated (informally or formally) not only by the instructor but by other students sharing the space. I also realize that they may be a source for another students' reflections.  Give students reasons and larger goals to move in their own direction, but also play a role in guiding students when they may get off track. Encourage students to review and reflect on each others' work and to collaborate on single assignments / documents. students learn processes of collaboration, resource sharing, leadership, etc.
Function that documents history for group projects For example, a function that tracks versions of documents, submissions and activities of all group members, associates timestamp with all activity so that the history may be viewed by document, person, or time. May also provide graphical representation of group project history (importable, exportable to project management software too.) I use higher order thinking as it pertains to my own meta-thinking about a project's direction and my own involvement. Provides tools to actively reflect on project direction and relate that to original objectives. When I can track the social interactions among group members, I can better follow the logic of a project. When I have the ability to reflect on project directions/history as it relates to original learning objects, students are able to form models and schemas of their own learning practices and those of others.  This provides me with another entry into the content and learning process and encourages consistent reflection on my own work, the work of others, and how that relates. I can see the learning process materially, thus taking more ownership of the process itself.  Faculty provide incentives and build curricula around students' reflection on their project histories and directions. Faculty may also track student work as it relates to the original learning objectives of the assignment and course. Students check and reflect regularly ton their own progress, deviations, etc. 
Function that documents management of group projects. Inclusion of some standard project management models/software such as dynamic timelines, task lists, resources allocation, Gant charts, and dependent milestones. When I am active in my own learning management and I am using a higher order skill that sets itself in the context of the real world (especially as it may relate to my future career.) When I see how the parts relate to the whole I see learning as process as well as an end product. With a focus on tracking and managing activities, decisions, resources, I can see the larger context of my work. When I know where I am in the completion of assignments, I am more interested and invested in achieving goals instead of wondering what comes next. With all things tracked, including myself as a project resource, I (like employees) see my own value in the project and take pride and ownership in the collective effort and am held accountable to lack of effort. Faculty design some project base learning assignments -- perhaps scaffolding students in the process by defining some hard set milestones. 
This function needs to be more specific about what is required to encourage group learning.  Plug-ins that encourage group learning. For example, when a student wants to ask the instructor a question, a form allows the student to determine where the quested is posted, to whom it is distributed, and how the response will be posted.
Allow for collaborative assignments that can be entered into grade book.  For example, students turn in an assignment and the instructor assigns both a collective grade that is recorded to all participating students grade, as well as an individual grade (optional) to each participating student based on some other factor (peer evaluation of effort, faculty evaluation of individual contribution, etc.) may also include an area where each individual student submits a grade for their group members and each individual group member receives a 'participation grade' based on their peers evaluation of their effort in the process When I know that each individual within a small group will receive the same grade, I will be more inclined to work closely and interactively with my group. If both a collective and an individual grade on participation/effort as determined by fellow group members is implemented, then I will take greater ownership of the process with incentive to keep my own grade in good standing. Thus I will tend to the project more.  Instructor determines both a collective grade and a mechanism to grade individual participating students based on some other factorÉ instructor may also set weights on these grades.
Function that permits students to log chat transcripts for own use. For example, each chat session is transcribed and made available to students participating, and optionally available to other students who did not participate but could learn from vicarious attention to the discussion. These transcripts should be searchable and indexable for an organically formed knowledge base (especially when an instructor is in a chat session answering some generic questions that are often repeated over and over.) My active engagement is tracked and documented for grading purposes as well as for future reflection. Likewise, other students who were not necessarily part of the discussion may have the option to learn vicariously through the discussions of others.  When social interaction is tracked, indexed, and searchable and turns interaction into information / resources that I can re-visit when I need or want to. When active involvement and engagement can be measured (by virtue of being transcribed and indexed) I may take ownership of my own comments / questions. This could also backfire. Faculty consistently make transcriptions of chats available to students as a valued resource. These transcripts can be kept for future iterations of the class in the form of an indexed knowledge base. 
Function that permits inclusion of web-based media into chat forum for all of group to see For example, images, sounds, and videos are shared directly into a chat session. I can use products from real world setting (increasingly media) and choose which ones make most sense to me. I am able to make immediate points based on something that can be better represented in rich media than in text. Engages me according to my learning style (visual, auditory, etc) or content that is best represented with different media.
Ability to set number of small chat groups, rather than a standard '4"
This is a function of efficiency for the instructor more than a function that encourages deep learning. Ability for instructor to simultaneously 'listen in' on multiple chat groups without having to be 'in the group' I can get appropriate feedback and guidance from instructor when discussion may go off course or if points need reinforcement