Digital Facilitation: 3-2-1 Initial Reflection

Photo by Balazs Busznyak on Unsplash

As we begin the Facilitating in Digital Learning Environment (DLE) course, I am filled with curiosity, excitement to explore, and fine-tune my digital facilitating skills.

Three initial feelings about facilitating in DLE:

    • It is imperative to use various technology with intention and not for attention.
    • It is an opportunity to get creative in curating more engaging content and activities.
    • Authentic assessment and meaningful feedback are needed, more than ever.

Two questions and challenges I would like to resolve by the end of this course:

    • How to be aware if students are being honest about doing their own work while their cameras are turned off?
    • How to identify struggling students and early signs of distress when there are no interactions?

One metaphor of teaching – Going on a road trip!

A while ago, I attended a Teaching Convention and the facilitator used an analogy that deeply resonated with me. She said that teaching is like going on a road trip. It is about the journey of learning and sharing. The trip starts with identifying the destination (where) and purpose (why). Then, determining who the passengers are and what they are expected to experience. Lastly, how long will it take to get there and the best route to avoid roadblocks and obstacles.



2 thoughts on “Digital Facilitation: 3-2-1 Initial Reflection

  1. Hi Vanessa,
    Your first question makes me wonder why you are concerned about students’ honesty. Isn’t there a performance assessment of some sort? If they achieve the outcomes, does it matter what they do or don’t do when their cameras are turned off?

    1. Denys, thank you for asking that question so I can unpack it further.

      There is always some sort of authentic assessment attached to each activity, so evaluating the learning outcomes is not a concern. The challenge is that I don’t know if it was the student who produced the work or not. It could be their friends sitting by their side doing the work for them. As students have the right to keep their cameras off (and I wholeheartedly support), it is challenging to know if they truly learned and understood the materials to curate their work. It’s an ongoing dilemma that I often ponder about. At the moment, I am working on a trust system of their honesty but wonder if there are more effective strategies to encourage them to do their own work and respecting their privacy at the same time.

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