3 Initial Thoughts
- Facilitating in a digital learning environment has similarities to face-to-face learning, however, there are some differences that can be a challenge. In a classroom a facilitator can “read the room” and support participation in real-time. In an asynchronous digital environment, a facilitator will need to approach this differently considering communication avenues, technology, and timing. In a digital environment, there are additional factors to consider such as access, reliance on technology, digital skills, and supporting multiple styles of engagement that are more visible/controllable in a classroom setting.
- Context can be very different and require different design and facilitation strategies.
Content: timeline, depth, type of content, purpose, standalone or part of a curriculum
Learners: prior experience, education level, part of a group, are learners known to each other, motivation (credit or personal interest), digital literacy, personality.
- Facilitating in a digital environment requires a different approach to building relationships. I feel that meaningful relationships can be made if the environment is designed in a way to support that, acknowledging that the comfort levels and participation characteristics of individuals are very different. Also, this relates to the context and whether there are any previous connections between learners or if there will be in the future.
2 Questions
- What are some strategies to design a digital facilitated learning event in a way that provides a solid course plan but allows the facilitator to adapt and flex to the needs of the individuals and group?
- What strategies can be used to help build relationships in digital environments in an organic way that does not feel forced?
Simile
Facilitating in a digital learning environment is like being a hockey coach. The coach can inspire and motivate, guide, and bring out the best in each player. The activities in an online course serve as practices and the assignments are like games where the coach hopes that they have done their part to prepare the players to succeed in the game.
October 19, 2022 at 6:59 pm
3 Thoughts
– Online facilitation seems less daunting when considered its own entity rather than a way to re-create classroom experiences
– Finding your own facilitation style is difficult when co-facilitating with three others, however, co-facilitators provide an excellent opportunity for gaining perspective
– Context matters but not too much when the COI presences are balanced and driven by good facilitation
2 Questions
I still have this question:
What strategies can be used to help build relationships in digital environments in an organic way that does not feel forced?
Participants in facilitation weeks were from a cohort with well established relationships so this was not something we as facilitators needed to establish in our facilitation weeks.
I learned some strategies for this question:
What are some strategies to design a digital facilitated learning event in a way that provides a solid course plan but allows the facilitator to adapt and flex to the needs of the individuals and group?
A well-planned design with effective learning outcomes makes it easy to create activities that support the learner in reaching those outcomes so alternative modes of engagement and participation can be offered. Additionally, creating an environment where participants feel comfortable reaching out and letting you know what their needs are so you are able to provide the necessary supports.
A new simile:
Facilitation is like being a dinner party host. You plan the menu, shop for and prepare the food to deliver to your guests ( teaching presence: course design, resources, tech tools and platform). You set the stage for mingling and connect the guests with each other (social presence) and jump in where necessary to prompt interesting and appropriate dinner conversation (cognitive presence and discourse).