Three…Two…One…. (take two)

Three thoughts

  1. Digital facilitation takes more effort and planning on the part of the facilitator. It takes considerable effort in order for the facilitator to use the technology correctly, engage the learners, and present the content.
  2. There are fewer walls. Digital facilitation allows people to live in one location and study in another.  This idea introduces a level of flexibility that has not been available in most learning institutions until now.
  3. There needs to be a balance between teaching the content and the technology. Not all the students in a program will have the same technical ability and will need help to use the tools.  That should not reduce the time and effort spent on the content.  It is a juggling act to get everything right.

Two Questions

  1. What will learning look like as we incorporate digital facilitation?
  2. How do we adopt the flexibility that digital facilitation provides? How to we make it not scary for those more comfortable in face-to-face environments?

One Simile

Digital facilitation is like the leaves changing colour in the fall.  It is does not mean the end of something (i.e., face-to-face learning), but the symbol of changes on the horizon.  Much as the trees do not fear the change, we should not feel intimidated of the changes digital learning can bring.

3 thoughts on “Three…Two…One…. (take two)

  1. “Digital facilitation allows people to live in one location and study in another.”

    This statement is would make a forward thinking educator in the 1960s and 1970s salivate. Universal accessibility was the buzz phrase of the day. Many millions were spent on physical plants such that access to post-secondary education was increased. We are on the cusp of being able to offer access wherever there is the Internet.

    We may see a change in the post-secondary sector much as we saw with rural hospitals. The cost and efficacy of the “branch plants” may be called into question as similar, if not identical, opportunities are available digitally.

    A further point is that the existence of some programs of study, indeed of institutions themselves may be in play with the COVID-19 driven move to digital education. Markets for post-secondary institutions have been traditionally geographic. That is rapidly changing. It will be interesting to watch as students become aware that the smorgasbord of institutions available just became much, much larger. What will the impact be on the system as the students start to vote with their digital feet?

  2. Kathy the seasons & tree analogy you chose is lovely. Indeed, education and pedagogy is all an evolution. There was an interesting thread on Twitter the other day from an education PhD. that reminded people that our field (education) has only been a field for less than 100 years and education technology even less. We actually still know very little about how learning occurs. We’re still in the spring of learning about learning and there will be plenty of changes continually coming as our understanding of how learning works evolves.

    1. Thank you for mentioning that our field is so young, I had not thought of that! It is true, when we think of what learning looked like 100 years ago it is very different from what we have today. Even if we look at 50 years ago, the leaps we have taken are huge! What will it look like in another 50 years?

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