3-2-1 Revisited

Spread the love
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  •  

Reflecting on Facilitating in Digital Environments

Photo by Ahmad Odeh on Unsplash

 

 

 

 

 

Three thoughts:

  • Digital Facilitation and digital learning environments have grown exponentially in the last couple of years. A global pandemic has made it necessary for students and educators to pivot learning to digital spaces. It is imperative that educators in digital spaces make every effort to ensure best practices in delivering the content.
  • It is the facilitator’s role in a digital learning environment to build and foster a space where communication and socialization are specifically honed because these conditions do not happen as organically in online learning environments.
  • Community of Inquiry becomes an integral framework for digital learning environments as the nuances of face-to-face learning must be encapsulated in a more deliberate way (Garrison & Arbaugh, 2007).

Two questions:

  • While learning disengagement is still foremost on my mind, I wonder how trauma-informed practise can help bring learners a sense of motivation if they felt honoured and heard in their unique and ever-changing experiences?
  • I am still unsure of the best way to differentiate learning content in a way that ensures the complete inclusion of varying learners. Is it best to try to plan and coordinate levels of engagement ahead of time, or is adjusting as you move through the content with your learners a better way to reach all participants?

A metaphor:

Digital Facilitation is like dance. A well-choreographed piece is a joy to see, however sometimes just moving to the music can be just as beautiful.

References

Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001

2 thoughts on “3-2-1 Revisited”

  1. Thanks Sandra. I suspect as we emerge from this global pandemic, understanding and utilizing that trauma-informed lens is going to become more critical in the coming years.

  2. Hi Sandra,
    Inclusion is tricky nowadays, in both the face-to-face classroom and online. It is more than just offering text to speech and multiple ways to engage. As we have seen, inclusion involves tender loving care (TLC). When learners are experiencing trauma (the pandemic for example), it’s not the text to speech that makes the difference, it’s the TLC coming from people.

    Although I do love your dancing metaphor, I was actually thinking you might expand on your original cooking metaphor. Online facilitation is using minimal ingredients initially and then spicing things up as the course unfolds. Even better, on the first day of class, start with a plain cheesecake and then start offering oh so many toppings, based on learner preferences 🙂

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.