{"id":400,"date":"2025-08-23T15:11:56","date_gmt":"2025-08-23T22:11:56","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/?p=400"},"modified":"2025-10-17T13:15:01","modified_gmt":"2025-10-17T20:15:01","slug":"400-2","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/400-2\/","title":{"rendered":"3-2-1 Digital Facilitation &#8211; Response Post"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\">3 Thoughts<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When I was a resource teacher with the VSB during the pandemic, digital facilitation felt harder than in-person because building\/maintaining relationships through a screen was tough.<\/li>\n\n\n\n<li>I supported teachers in setting up online programs like Knowledgehook, IXL, Prodigy and Raz-Kids. I realized digital facilitation is also about making sure the tools actually work and that teachers feel confident using them.<\/li>\n\n\n\n<li>The few students I did teach online 1:1, struggled with technology, especially poor internet service.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">2 Questions<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>How do we keep students genuinely engaged online?<\/li>\n\n\n\n<li>What\u2019s the best way to balance structure but also allow choice?<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">1 Metaphor<\/h3>\n\n\n\n<p>Digital facilitation feels like <strong>teaching through a window<\/strong>\u2026 you can see and hear each other, but it\u2019s not the same as being in the same room.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n<h2 class=\"wp-block-post-title\">3-2-1 Digital Facilitation &#8211; Response Post<\/h2>\n\n\n<p><strong><em>October 17, 2025<\/em><\/strong><\/p>\n\n\n\n<p><strong>3 Thoughts<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><em>Presence is relational, not just structural.<\/em> Having facilitated in classrooms, online, and hybrid settings for many years, I\u2019ve found that while social, teaching, and cognitive presence offer a helpful framework, they overlook the emotional and motivational elements that truly sustain engagement. Cleveland-Innes and Campbell (2012) reminded me that emotion is not a byproduct of learning but one of its essential conditions.<\/li>\n\n\n\n<li><em>Frameworks can clarify practice, but also oversimplify it.<\/em> The Community of Inquiry model gave me framework for what I was doing during our facilitation week, but I also noticed how it seems almost too neat and tidy. Critics like Shea and Bidjerano (2010) claim that learner autonomy deserves its own dimension, and I felt that gap whenever participants did (or did not) participate in the asynchronous activities. <\/li>\n\n\n\n<li><em>Good facilitation is iterative design in flux.<\/em> My earlier post focused on tools and access, but now I think facilitation is about testing and refining the lesson or course as you go. You get to know your learners each time you teach a course and I have noticed that each groups&#8217; dynamics are never the same. It\u2019s more like a cycle of listening, adjusting, and re-designing than a fixed process.<\/li>\n<\/ol>\n\n\n\n<p><strong>2 Questions<\/strong><\/p>\n\n\n\n<p>How do we adapt the CoI framework to allow more freedom to students while still preserving that which makes it distinctive and unique?<\/p>\n\n\n\n<p>Is CoI truly the only model to view online learning while newer models could possibly suit today&#8217;s learning configurations?<\/p>\n\n\n\n<p><strong>1 Metaphor <\/strong><\/p>\n\n\n\n<p>So, you know, if digital facilitation was previously thought to be only teaching at a distance, it&#8217;s more like caring for a greenhouse nowadays. That glass still keeps us insulated from the rest of the world, but it really makes things grow: it&#8217;s warm, light, and tidy, and if we treat that environment well, it really gets to connect with people.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>3 Thoughts 2 Questions 1 Metaphor Digital facilitation feels like teaching through a window\u2026 you can see and hear each other, but it\u2019s not the same as being in the same room. October 17, 2025 3 Thoughts 2 Questions How do we adapt the CoI framework to allow more freedom to students while still preserving [&hellip;]<\/p>\n","protected":false},"author":270,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[95,94,20],"class_list":["post-400","post","type-post","status-publish","format-standard","hentry","category-lrnt528","tag-3-2-1","tag-digital-facilitation","tag-malat"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/posts\/400","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/users\/270"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/comments?post=400"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/posts\/400\/revisions"}],"predecessor-version":[{"id":416,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/posts\/400\/revisions\/416"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/media?parent=400"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/categories?post=400"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/tags?post=400"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}