Before starting an unplugging challenge, some instructors ask students to address their hopes and anxieties by writing about why they might feel nervous or excited, and by imagining what they will gain from the experience.
To affirm the class commitment to unplugging, some instructors ask everyone to sign a pledge such as: Today, I, __________, promise to cut out all digital media technology — no televisions, video games, cellphones, computers, MP3 players, or any other devices — during my time of unplugging.
Students will prepare some kind of report to submit to the instructor and discuss with fellow students. That assignment might take one of these forms:
LOG, DIARY or JOURNAL. Students keep a journal or diary during their unplugged time, to describe how the experiment is going, the difficulties and temptations they’re facing, and what they’re enjoying or learning. Alternately, this assignment can take the form of an hourly log showing how they spent their time while unplugged. (Before disconnecting, some classes also keep a journal documenting their typical “plugged-in” schedule, to provide a basis for comparison.)
REFLECTIVE ESSAY, PAPER or FINAL REPORT: After finishing their unplugged time, students write an essay that summarizes the experience. If they keep a diary or journal, it will help them remember their thoughts, feelings and reactions, thus providing raw materials to develop for the final report.
MULTIMEDIA PROJECTS: Students illustrate or record details of their unplugged time through audio, video, photography, Powerpoint, etc. They produce a piece that creatively conveys the experience and present their projects to the class.