It has been almost two months since I posted some thoughts, questions and a metaphor about facilitation in digital environments. With regards to my initial thoughts, I would say that my views have remained the same and in some cases have only been reinforced due to my recent experiences in facilitation in a digital learning environment.
In the case of never making assumptions about things being clear, I would wholeheartedly agree with this point based on a recent experience and that has led me to gain a better understanding of the importance of check-ins with learners for feedback and to see where they are at. Are they having challenges? Do they need support? As mentioned, there are no gestures, no body language or non-verbals in a digital learning environment so regular check-ins can help offer insight into learners.
Unplanned issues arise in a digital learning environment and so it is critical to ensure that you have a back up plan on hand or be prepared to pivot as needed. I have learned that sometimes when things go sideways, there is always a simple solution; you just need to be creative.
I mentioned in my post the importance of balance of synchronous and asynchronous but establishing a community to support learners is key. When learners feel connected and supported, they are more likely to take risks. Sometimes those risks may be unexpected but they can be rewarding for all involved.
With regards to my questions about digital facilitation, I recognise the value of establishing social presence and teaching presence to build community in a digital environment. When learners feel connected, this increases the likelihood of openness which leads to collaboration. Teaching presence specifically the design and organisation will help learners understand what is expected and minimise confusion thereby keeping learners engaged.
