Top 5 Tips 4 Online Facilitation
The readings of Unit 1 provided such a vast list of elements that selecting the top five was a hard task. Dunlap and Lowenthal (2018) guided I my selection as I found combinations that made sense. The link LRNT528 U1 A1 5 TIPS Infographic shows the combined tips corresponding to Dunlap and Lowenthal’s themes.
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Access and Motivation (Salmon, 2018) / Cheerleading (Bull, 2013).
Making sure the way in is trouble-free for all is a must. Authentic enthusiasm should be the first motivator the audience perceive, which will foster students to look forward to the next session (Salmon, 2018).
A positive standpoint makes the teacher the searchlight for helping students maintain the right course of action (Bull, 2013).
These aspects align with the clarity and relevance Dunlap and Lowenthal refer to when designing effective online content (2018).
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Be Present at the Course Site (Boettcher, 2013) / Suggestions for Improvement (Boettcher, 2013).
Setting clearly the teacher’s availability to the class is key, as well as making it happen (Boettcher, 2013).
An early feedback from learners helps ensure students are finding their way correctly (Boettcher, 2013).
Being present and supportive of the learning community coincides with Dunlap and Lowenthal (2018) fundamental aspects for achieving an effective online facilitation.
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Team Building (Salmon, 2018) / Respect Diverse Talents and Ways of Learning (Dunlap & Lowenthal, 2018).
Acknowledging the variety of features poured into the learning community will enrich and benefit all participants (Dunlap & Lowenthal, 2018), and working in teams will allow them to learn from each other in every way (Salmon, 2018; Dunlap & Lowenthal, 2018).
Additionally, the mix of talents represents win-win characteristics Dunlap and Lowenthal (2018) cover in the theme of supporting student success.
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Co-learner (Boettcher, 2013; Bull, 2013)/ Include Individual Experiences as well as Small Groups and Large Groups (Boettcher, 2013).
Students appreciate instructor’s transparency in learning along with them throughout the course (Bull, 2013) because this lets them know their teacher aims to be better, which motivates them to strive further.
Besides group collaboration, sharing work experiences can illustrate the theory with reality bringing teachings closer to daily life (Bull, 2013).
Improving continuously as an instructor is among the important factors regarding online course design and facilitation (Dunlap & Lowenthal, 2018).
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Plan a Good Closing and Wrap-Up Activity for the Course (Boettcher, 2013).
A roadmap from the beginning allows students to know where they are making sure they progress along as well (Boettcher, 2013).
The closing stage represents an opportunity to make a lasting impression to support the students’ success (Dunlap & Lowenthal, 2018).
Conclusion
Motivated students trust their teacher sensing her/him near regardless of remote instruction, they eagerly make suggestions to ease starting the new class. Furthermore, fostering diversity creates opportunities to share and learn including the teacher who, additionally, is learning along too.
References
All graphic material sourced from Creative Commons.
Boettcher, J. V. (2013). Ten best practices for teaching online. Retrieved from https://www.saddleback.edu/uploads /goe/ten_best_practices_for_teaching_online.pdf
Bull, B. (2013). Eight roles of an effective online teacher. Retrieved from https://www.facultyfocus.com/articles /online-education/eight-roles-of-an-effective-online-teacher/
Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Retrieved from https://scholar.google.com/scholar_url?url=https://www.learntechlib .org/p/183573/article_183573.pdf&hl=en&sa=T&oi=gsb-gga&ct=res&cd=0&d=9495255957241473891 &ei=yjyfW5rOMs2xygSQsqeACA&scisig=AAGBfm0rFw4fV2pCc_r2MzSo6uFOrXHl8g
Salmon, G. (2018). The five-stage model. Retrieved from https://www.gillysalmon.com/five-stage-model.html
Hi Alphonso
Your infographic and write up are clearly detailed and well organized. The theme around motivation is well researched. What resonated with me was your last point and the roadmap to success. Closure and reflection can be a powerful tool in ensuring understanding and retention.
Hai Alfonso!!
Nice work!! I like the third strategy, respecting diverse talents. That really feels like a subject that could be further explored and even made into a broader discussion, and it’s one I completely missed when designing my own infographic. That also pays attention to the fact that we have different backgrounds, and this is actually helpful for discovering more about each subject we learn. I have definitely appreciated that in his programme–I should have recognized that for this assignment! Nice work!!
Hello Krista,
Thank you for your comments on my post. I like the strategy of respecting the diversity of backgrounds because of everyone having something she or he is good at, thus being able to contribute to the class or the team. When peers are too good at the subjects’ requirements it is easy to see someone shy away, regarding her/himself not good enough. This can be a sad situation that inhibits an individual from making an awesome collaboration with an unsuspected feature the teamwork might need. A golden rule to keep in mind is that everyone shall find something to learn from everybody else… it always works!
Cheers!
Hi Alfonso. Thanks for your ideas. I thought that we had quite a few similar ones, but one that you highlighted that I think is very important is your tip #5 – planning a good wrap up activity. Even during this MALAT program I have felt a little disappointed when we have to move onto another course. I wonder what else we would retain if we had a few weeks to work with the techniques and ideas we uncovered in a course before moving onto the next set of deliverables. Thanks for the reminder – I’ll be more cognizant of it in my own work moving forward. Karen.
Hello Karen!
Thank you for stopping by and commenting on my blog post. I fully coincide with that feeling of sensing the inertia that generates toward the end of a course, making me feel we could achieve greater results if we could just keep going! At the same time, I feel exhausted thus badly needing a break which reflects the intensity the program imposes with every course. One week off never seems to be enough to wind down, however, this ought to be positive because getting up to speed from zero would be even harder. I wish for us to remember to include something in our instructional efforts that give our learners the chance to enjoy the good taste of a positive closing. Cheers!