(3) Three initial thoughts that I have regarding digital facilitation are more rooted in a hybrid model. I have found that facilitating any time of meeting digitally comes with challenges. The first is allowing individuals who are remote the same experience as those who may be attending in class. If you are running the meeting at the same time, typically the online individuals seem to suffer with poorly planned engagement activities, or an absence of an online moderator to help engage those who are online.

The second is if the learning experience is totally online, the onus is put more on the learner to engage in course discussion, follow schedules and have belief that they can complete the tasks assigned (self-efficacy). There is more of a instructor as guide, rather than instructor as teacher in an online environment.

The third is that with digital facilitation, especially in the courses we have taken for this MALAT program, the ongoing course delivery online does promote a natural community of practice. Our slack channel for this course for the students has been a great community to share resources, have a common interest, ask questions, clarify schedule questions, etc. The community seems to be built organically through an online program such as this, but if we just had one course (not part of a program) it may be more difficult to create that community.

(2) Two questions I had in regards to online facilitation is whether there is a hybrid model that facilitators can use when presenting or facilitating in class and online at the same time.

The second is whether it is easier to gather student engagement in a long-term program (such as the MALAT) or if the same comradery can be achieved in a one course, one session online learning experience.

(1)  Digital Facilitation is like baking a cake! – You need the right ingredients at the right time in order for the cake to be successful!