Activity 1-4 |3-2-1 blog post

 

3 initial thoughts, ideas or feelings you have about facilitation in digital environments.

The top 3 initial thoughts about facilitation in digitalized learning environment are as follows:

The first thing that concerns me of the facilitation in digital environments is to clarify the difference between traditional lectures and Internet-based learning. While the learners of lectures are reliant on teachers’ delivering knowledge to them, those registering for online courses are more self-reliant.

Based on this understanding, the next thing to realize is the role of teachers in digital learning environments. Rather than delivering knowledge, the new role of teachers is to become a guide showing students what and how to learn independently, which is mentioned by Bull (2003) in his discussion about roles of an effective online teacher, who act as a tour guide for students in their journey to new academic fields.

The last thing that stands out to me is how to achieve the target of digital facilitation. This is the topic I have learned from LRNT524 (Innovation, Design and Learning Environments), which compares different course design theories. It is the where I need to spend more time to experiment and evaluate over this course module.

2 questions you have about digital facilitation.

The first question about digital facilitation that concerns me most is how to create a humanized digitalized environment; this is the very problem that exhausts me so far. For example, it is difficult to start topics for discussion and guide students to participate.

Another question is how to create a vibrant and dynamic atmosphere in virtual classroom, where teachers are not physically present.

1 metaphor or simile about digital facilitation. 

If I need to make a metaphor about digital facilitation, I would say the approach is more like conducting an orchestra. The facilitator acts as the same role of a conductor and arranger, who are responsible for the organization of the roles of each member of the band, making sure every one has a role to play and the whole is on the right track. In particular, the facilitator should also ensure every student receives equal consideration – just like a conductor needs to ensure every instrument has its voice in the band.

References

Bull, B. (2013). Eight Roles of an Effective Online Teacher. Faculty Focus.

Unit 3, Activity 1: LRNT 527 Reflective Blog

The past 7 weeks have saw my progress in the cultivation of design thinking and recognition of how to prepare digital learning resources. Among all the rewards, the most surprising achievement is the team design of evaluation rubrics – it is where I had ignored, by which I mean I hadn’t designed the evaluation from such a holistic and systematic way that incorporate all possible stakeholders. Usually, from my former work experience, my focus had been targeted exclusively on students’ feedback and academic performances in terms of my solution. Not until the learning of course have I realize the systematic way of accessing the outcome of digital learning design. Particularly, the comprehensive way of thinking makes me reflect on my role not as a pure course designer, but more as project manager who need to take into account of the benefits for all stakeholders.

Apart from the achievement for academic readings in each unit, the conversation and feedback from instructors and classmates act as another key resources of knowledge in this unique course. Among so many insightful suggestions, Dr. Jenni Hayman’s suggestion on our Co-Created Rubrics for Evaluating Digital Learning Resources (Team) means something more interesting and meaning for my reflection and further thinking in this work. Her question on the customization of our rubric to meet the requirements for multiple contexts provides me with an insight into the practicality of our theoretical design in everyday business – I believe this is the very goal of our course – to translate our  prototype from class into practical solutions that be used as practical tools to address conundrums embedded in everyday business. More importantly, the suggestion indicates the thinking methods of course designers, who should bear in mind in the practicality in real business in the process of design.

Also, when it comes to my preferred reflection channels and processes in terms of my lifelong learning, so far I will say social media such as Twitter and Facebook is a useful platform. As for international courses, digital platforms such as Discord is a key channel for me to share ideas with classmates and learn from their suggestions. On the other hand, as to my current work communication with students and colleagues back in China, we use smartphone APP such as WeChat very frequently, it is also a popular tools to keep connected with students online, by which I can post threads for others to leave feedbacks.

Finally, when it come to the question as to how I plan to utilize the design thinking process for the design and creation of digital learning resources in the future, I am deeply convinced that the experience and thinking model I have acquired will be conducive to my real working contexts. From the skill of identifying Problem of Practice to counting possible stakeholder that may involve in the design, as well as the evaluation of outcomes pertaining to all stakeholders. All these skills can be of great value of my future career.