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A Simple Hack for Productive Collaborative Authorship

February 28, 2011, 11:00 am

I recently used GoogleDocs to write a grant proposal with a few other people, and during one particularly productive day we were able to make significant progress by trying out a process that involved working together simultaneously, assigning different parts of the document to different people. This process is a variation on Merlin Mann’s “Procrastination hack: ‘(10+2)*5’.” Essentially, it involves 5 repetitions of 10 minutes of focus on a task followed by a 2-minute break. However, instead of working alone, you work with others on the document you’re creating collaboratively. What follows is a description of that process.

Requirements

  • Some discipline on the part of the collaborators. During the 10 minutes that everyone is writing, don’t stop to ask others questions, for example. Just write.
  • Everyone working on their own Internet-connected computer. Given the ease with which one can communicate in real-time with others online, it’s not necessary to be in the same physical location… although that wouldn’t hurt.
  • Everyone logged into the same GoogleDoc. Each person can see who has logged into the document by looking at the list of participants in the right-hand side of the screen. Real-time chat can also take place to the right of the document being written.
  • The document has already been outlined. I think this process would not work at the very early stages of creating a document… but it’s not like I have any research to back up that opinion.

The process

  1. Assign a given paragraph to each author. This is where the “already outlined” part comes in handy. If everyone understand what content needs to go in which part, then it’s easy to divide the writing of those different parts. Furthermore, if one person is especially knowledgable about a particular topic, then that person is the obvious candidate to tackle the part of the document concerning that topic.
  2. Set the timer for 10 minutes. You can use something like a kitchen timer that sits on the table in front of everyone, or one person can use a timer program on their computer. I’d recommend something that sounds a gentle “bong” when the time is up rather than a jarring alarm.
  3. Write for 10 minutes. Don’t talk. Don’t daydream. Just write. It doesn’t matter if you think what you’ve written is terrible. There will be time to spruce things up later. If someone needs to take a little more than 10 minutes, that’s probably okay, although too much of this runs the risk of throwing off the whole process.
  4. When the timer goes off, each author looks at another author’s paragraph and edits as necessary. Try not to talk too much during this step. Just make what you think the necessary changes are. You don’t need to justify the necessary changes.
  5. After 2 minutes of editing, move on to writing the next paragraph for the next 10 minutes. Again, if someone needs to take more than 2 minutes, that’s fine. But try not to do this too much

After an hour’s worth of work, you won’t have a perfect document, but you will have made a great deal of progress in a relatively short period of time. We found it to work pretty well for us.

How about you? If you’ve ever participated in collaborative authorship, what tips do you have for making the process more productive? Let’s hear from you in the comments!

[Creative Commons-licensed flickr photo by Joe Goldberg]

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  • drjeff

    I’m nothing like a Catholic, but I got a grin from your JP23 quotation.  It’s refreshing to see the truth that, in some regards, academia can learn from their church, rather than just bashing it.

  • panacea

    Let’s get real.  Being subject to repercussions for what one says is not a license to bully a student in order to suppress dissent.

    No threats were made.  No profanity was used.  No insults were thrown.  The college was out of line. Period.

  • 609zr

    I have been censored twice in one week by the CHE.  I guess SAC and the CHE have something in common.  Welcome to communist China.

  • 609zr

    If your comment is an example of a professor’s ability to understand “student speak,” you should be barred from teaching.

  • music_librarian

    It’s Pope John XXIII, isn’t it?  Or John Paul II?  Probably not JP the first…

  • jem2222

    Sorry, Cherisse. I am unashamed to admit that I am unfamiliar with the argot of Facebookers. Is the incompetent use of language something to be condoned? My point was quite honest. The quotation is an example of bad English. It is that which I was disparaging.

  • jem2222

    Dear 19428a. As I said in my reply to Cherisse,  “I am unashamed to admit that I am unfamiliar with the argot of Facebookers”. I certainly agree with you that I should be barred from teaching “student speak”. Of course, I was never planning to do so anyway.

  • http://www.linkedin.com/in/cherissegardner Cherisse Gardner

    It is slang, not to be condoned or condemned. This student’s mode of expression was clearly intentional so I doubt this is a case of incompetence but choice based on their chosen context. 

  • richardtaborgreene

    It is important to attend a college where at least some of the administrators are more educated than some of the students.  

  • jamesrovira

    I think he shouldn’t be allowed to graduate because he can’t write.  If St. Augustine’s administration feels threatened by this student…egad.

  • http://www.linkedin.com/in/cshunt312 Courtney Hunt

    There is indeed much more to the story than what was reported here. A quick search on “roman caple” (capital letters intentionally omitted, grammarians!) produces pages of results, and very little of the coverage (none?) casts St. Augustine’s actions in a positive light. All things considered, this is a great example of what not to do, and another entry in the growing Digital Era Hall of Shame.

  • camgray

    To jem2222 you should check the book The Language of Youth Subcultures by Sue Widdicome in case you are seriously asking about references.

  • mmcferrin1616

    I’m not sure the college is familiar with Facebook as a medium. If it is looking for erudite discourse and well thought out perspectives, Saint Augustine has gone to the wrong place. It’s not as if the student nailed his treatise to the Provost’s office door with his shoe in defiance. If the only challenge the school had to their disaster recovery was a Facebook post, I say count it as a win and move on.

  • parrymarc

    Susan,
    Thanks for sharing the additional details. The official press release was very short on specifics, so your elaboration is helpful.
    Best,
    Marc Parry

  • http://www.facebook.com/people/Dan-Allen/575684773 Dan Allen

    I’d like to dispel a few myths here…

    The lawsuit Penn State was mostly about electronic and web
    accessibility, and much of what the original complaint focused on was basic
    errors and oversights that could easily have been avoided through better
    education and communication. (Penn State had the misfortune of being called on
    the carpet by the NFB; many other institutions are as bad or worse.) Online
    accessibility does not need to be expensive. Nor does it disadvantage other
    students, faculty and staff. On the contrary, accessible best practices usually
    lead to greater usability for everyone.

    Yes, getting sued is expensive and embarrassing. Educating
    Web content creators and managers is comparatively cheap. Here’s hoping other
    institutions will consider this settlement a blueprint for their own
    accessibility initiatives.

  • ColoCoug

    “Educating Web content creators and managers is comparatively cheap,” but educating individual faculty who build their own courses online is a multi-year nightmare.  Not all online courses (not even the majority) are built by people other than faculty, and at research institutions they are often focused on getting content online with minimal input of time and energy.

    Many, many institutions are still waiting for requests for accommodation that they will deal with as they arise.

  • cmartey

    I think it will be key for the African Medical Institutions to incentivize these professionals well by improving compensation, investing in state of the art health care facilities, investing in R&D in the health care industry, and introducing attractive professional development programs.

  • jimislew

    Are these doctors sending money to their home countries? If so is the loss of that remittance worth the cost of having them work for very little in their home countries for some loan deferment? I’m not sure but I think someone needs to look at how much remittance money would be lost if these doctors decided to work in their home countries. (I’m curious). 

  • 11159786

    Firstly, why is Mr. Vedder so eager to scoop the study he praises? Isn’t it appropriate to wait for the report itself? This is typical of the news media’s rush to judgment on so many other matters. Vedder ought to know better! Secondly, Mr. Vedder commits one of the most common errors of logic- post hoc, ergo propter hoc (after that, because of that). Specifically, the degree attainment gap increased in the period subsequent to the growth of federal aid programs. His “explanation” is one that seems plausible, but there are many others that come to mind. Someone loaded with prejudice is bound to cite those supporting his case without even mentioning alternatives. 

  • mjaneb

     More students in college mean different things in different settings. Larger class sizes is one possibility, as is hiring new faculty to maintain existing class sizes, as is not taking on new students but rather becoming more selective and raising the costs of attending a given institution, as is starting a for-profit university or offering online education. The impact of any of these on cost per student and how that cost is paid (tuition, endowment, federal aid) isn’t at all clear.

  • molneck

    As completion of BAs increases, but does not yet reach 50 percent, the variance of “BA” is INCREASING. If the coefficient for BA predicting ln earnings stays stable or increases, and if the relationships between BA and earnings is genuinely causal, expansion of college completion up to 50 percent will predictably increase income inequality. See my “Effects of Education” in C. Jencks et al, WHO GETS AHEAD (1979). 

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