1. Warm-up & Framing (10 min)

Ask learners: “Have you ever received a message online that felt rude or unclear? How did it make you feel?”

Introduce the concept of netiquette as “online communication ethics”, and highlight 3 pillars:

·       Tone & language

·       Inclusivity

·       Platform awareness (email ≠ chat ≠ forum)

Show 2 quick examples on screen/board (one polite, one aggressive), and discuss: “Which one would you reply to?”

2. Group Task – Rewriting with Netiquette (30 min)

Participants are divided into small groups (3–4). Each group receives:

• 2–3 examples of problematic online messages (e.g., all caps, sarcasm, vague or passive-aggressive tone)

• Access to an AI tool (ChatGPT or Grammarly)

• A "Netiquette checklist":

Each group must:

1. Discuss what’s problematic in each message

2. Use AI to rephrase the message in a respectful and inclusive tone

   • Example prompt: "Rewrite this message politely and clearly for a forum reply..."

3. Present both versions (original and improved) in a shared space (Padlet, whiteboard, printed sheet)

4. Choose 1 rewritten message to roleplay or present to the whole group

Adaptation Tips

Online:

• Share the problematic messages in advance via Google Docs, Padlet, or a shared LMS folder.

• Use breakout rooms for group discussions, assigning one learner per group to operate the AI tool.

• Provide a bank of AI prompts to copy/paste into ChatGPT or Grammarly, such as:“Rewrite this message in a respectful and collaborative tone suitable for a student forum.”

• Ask each group to post their before/after versions on a Padlet wall or collaborative document.

• Use live polling or emoji reactions to let learners vote on:

• Most respectful version

• Best use of inclusive language

• Most professional rephrasing

In person:

• Prepare printed versions of problematic online messages (in different tones: sarcastic, passive-aggressive, vague, all-caps).

• Provide printed Netiquette Checklists for each group to refer to during rewriting.

• If individual devices are not available, assign 1 laptop or tablet per group and designate one person as the “AI user” who inputs prompts into ChatGPT or Grammarly.

• If AI access is not possible for all, the facilitator can project a shared AI interface, taking input from groups and displaying the rewritten messages in real time.

• Encourage groups to rewrite on flipcharts, large sheets, or sticky notes, and post both the original and AI-enhanced versions for group viewing.

• Use a whiteboard or pinboard for roleplay prep or to collect key insights during the reflection phase.

Hybrid:

• Distribute printed messages and checklists to in-person participants and upload the same content to a shared online folder for remote learners.

• Form hybrid groups by pairing one online and one in-person member or running parallel groups working on the same task and sharing results digitally.

• Use a projector and webcam to show in-person work (e.g. roleplays or whiteboard outputs) to remote participants.

• ·Collect all rewritten messages—online and offline—on a shared Padlet or Google Doc, so the whole class can review and reflect together.

• Designate a tech mediator (participant or facilitator) to assist in syncing timing, contributions, and presentation across formats.