Cameras On or Off? Should digital facilitators require cameras during synchronous sessions?
Our team, consisting of Jess, Rod, Megan, and Michal, has developed a facilitation plan centered around the topic of “Cameras On or Off?” Specifically, we are exploring the question of whether digital facilitators should require the use of cameras during synchronous sessions. Our goal is to provide a comprehensive analysis of the cameras-on or cameras-off debate, allowing participants to form informed opinions and insights while considering the diverse perspectives and implications of this practice in online learning environments.
Please find a link to our facilitation plan for the week of October 1 – 7.
As I embark on the journey of disseminating my research findings about the effectiveness of microlearning in enhancing employee engagement within a hybrid work environment, I’m confronted with the challenge of not only conducting valuable research but also ensuring that it has a meaningful impact within my workplace. This is a crucial aspect of my Applied Research Project (ARP) that I’m eager to tackle.
One of the primary ways I intend to share my research is through a workshop presentation. I envision a friendly and interactive session where I can present my findings to my colleagues. This informal setting is conducive to fostering comfortable and engaging discussions. It provides a platform for us to delve into the nuances of microlearning’s role in our workplace context. I believe that such a collaborative approach will not only help me disseminate my research effectively but also encourage my colleagues to engage with and apply the insights from my study actively.
Additionally, I see immense potential in integrating my research outcomes into our organization’s training and development programs. Collaboration with our training department would enable me to seamlessly embed the knowledge gained from my research into our existing training curriculum. This ensures that the insights are disseminated in a structured and actionable manner. By directly incorporating my findings into training programs, I aim to facilitate the practical implementation of microlearning strategies within our workplace. This approach aligns with my goal of not only generating knowledge but also translating it into tangible improvements that benefit both our organization and its employees.
To sum up, I have decided to use two dissemination strategies – workshop presentations and integration into training programs – to share my research within my workplace. These strategies offer the chance to reach a wider audience and, more importantly, enable the practical application of microlearning techniques to improve employee engagement in the dynamic environment of hybrid work.
Figure 1: Fostering a Community of Inquiry for Workplace Learning of New Technology Infographic Click here to view the infographic
Staying updated with the latest technology is crucial in today’s fast-paced work environment. Adopting new technology enhances productivity and ensures learners remain competitive and adaptable in an ever-changing landscape. However, enabling successful workplace learning of new technology requires more than just training sessions; it demands the establishment of a Community of Inquiry (CoI) that nurtures collaboration, effective teaching, and critical thinking.
Anderson (2018) argues that the CoI model is an effective framework for fostering a workplace environment that promotes adopting technology. The three components of the CoI model – social presence, teaching presence, and cognitive presence – all play crucial roles in supporting this goal. Let’s explore how each 0one contributes to this endeavour.
Social Presence:
Creating a sense of community and interaction among learners defines social presence. In the workplace, this can be achieved by defining the purpose of the CoI for technology learning, as highlighted by Vaughan, Cleveland-Innes, and Garrison (2013). By setting clear objectives and selecting collaboration tools that facilitate communication, learners can engage in meaningful discussions, share their experiences, and learn from one another. Virtual coffee chats and tech share sessions are informal yet effective ways to foster social interaction, creating a supportive atmosphere for technology adoption.
Teaching Presence:
Teaching presence focuses on the design and facilitation of learning activities. To facilitate workplace learning of new technology, clear learning objectives must be defined, as emphasized by Boettcher (n.d.). These objectives guide the creation of learning activities, including webinars, workshops, and online tutorials. Assigning roles, providing clear instructions, and offering feedback during these activities are essential to an effective teaching presence. Furthermore, managers and subject matter experts can play crucial roles in supporting learners throughout the learning process.
Cognitive Presence:
Encouraging cognitive presence can foster critical thinking and problem-solving abilities. As Anderson (2018) suggested, challenging scenarios can be presented to promote effective technology adoption. Motivating learners to explore new technology features, collaborate on problem-solving, and reflect on their experiences is essential. Therefore, the goal is to empower learners to use and adapt the technology to their specific job roles and needs, increasing their productivity and efficiency.
In summary, fostering a workplace Community of Inquiry for technology learning equips learners with essential skills for success in today’s tech-driven world. Therefore, implementing social presence, teaching presence, and cognitive presence principles creates a dynamic learning environment, fostering collaboration, effective teaching, and critical thinking, empowering learners to excel with new technology.
Flexibility and Reach: The first thing that comes to mind is how flexible and widespread it can be when I think about digital facilitation. Unlike regular classrooms, digital teaching lets us connect with people all around the world. It’s like breaking down walls and reaching out to learners no matter where they are. This makes learning more exciting and diverse.
Engagement Challenges: But there’s a challenge too. It might be tricky to keep everyone engaged when we’re not in the same place. Making sure everyone feels involved and interested can be a puzzle. Figuring out ways to make online learning fun and interactive is important.
Technological Learning Curve: Learning about new tools and technology is cool and overwhelming. We need to use these tools for online teaching, but it might take some time to get used to them. It’s like learning to ride a new bike – exciting but a bit wobbly at first. As we go along, we’ll become better at using them to make learning awesome.
2 Questions
1 . How Can I Cultivate Personal Connections?
2. What Role Does Adaptability Play?
1 Metaphor
Metaphorically, digital facilitation feels like orchestrating a symphony in a virtual auditorium. Just as a conductor harmonizes various instruments to create a musical composition, a digital facilitator brings diverse learners, resources, and technologies together to enrich the educational experience. The conductor’s gestures mirror the facilitator’s strategic interactions, guiding participants toward a shared learning destination.
Reflecting on my journey through LRNT 527 and the creation of my digital learning resource, I am amazed at how much I’ve learned and how my perspective on instructional design has transformed. Engaging in the design thinking process has been a revelation. I am excited to share my experience and insights as I envision the expansion of my digital learning resource within the MALAT program. Through LRNT 527, I have gained a deeper understanding of the importance of learner-centred design and the power of incorporating multimedia elements to enhance engagement and interactivity. This course has opened my eyes to digital learning resources’ endless possibilities regarding personalized and adaptive learning experiences.
One of the most surprising aspects of this course was how profoundly the design thinking process impacted my approach to problem-solving. Initially, I saw instructional design as a linear path, but through this process, I realized the value of empathy, iteration, and embracing ambiguity. Design thinking taught me to view challenges as opportunities, and this mindset shift was instrumental in developing my digital learning resource.
Looking ahead, I am excited about designing a microlearning environment that addresses the Problem of Practice (POP) I’ve identified. Building on design thinking principles, I aim to create a resource that imparts knowledge and facilitates continuous engagement and collaborative learning. Drawing inspiration from Li et al.’s (2022) emphasis on humanized learning experiences, I intend to infuse interactive elements into the microlearning environment.
The design thinking process will remain a staple in my instructional design journey. Its human-centric approach resonates with me, and I intend to utilize it in future projects. Whether creating microlearning environments or tackling other instructional challenges, the iterative nature of design thinking can lead to innovative and effective solutions. Additionally, the collaborative nature of design thinking allows diverse perspectives to be considered, resulting in well-rounded and inclusive learning experiences. By incorporating feedback from learners and stakeholders throughout the design process, instructional designers can ensure that their solutions meet the needs and preferences of their target audience.
In conclusion, LRNT 527 has been a transformative experience, pushing me to embrace the uncertainties of design and the power of empathy. As I design a microlearning environment to address the POP, I am excited to apply the lessons learned, seek further feedback, and create a vibrant and inclusive platform. This journey has reaffirmed my passion for instructional design and commitment to ongoing growth through various reflection channels. I look forward to continuously refining my skills and expanding my knowledge to create more impactful learning experiences. Additionally, I am eager to collaborate with other instructional designers and educators to share ideas and best practices, further enhancing the quality of my work.
Reference:
Li, Q., Bañuelos, M., Liu, Y., & Xu, D. (2022). Online instruction for a humanized learning experience: Techniques used by college instructors. Computers & Education, 189. https://doi.org/10.1016/j.compedu.2022.104595
According to Pannekoek (2008, as cited in Anderson, 2008), for online learning to be effective for the next generation, it must “include mobile learning, e-gaming, online communities, and learning management systems that engage each user (para. 1).” As my team and I critically analyze Massive Open Online Course (MOOC), I am aware of the potential to incorporate these features to create an engaging and practical learning experience. Despite my limited experience with MOOCs, I am excited to explore their potential in our organization, which deals with new technologies regularly and is always searching for innovative ways to teach end-users.
My main challenge is to develop an accessible and engaging training program for new users of an online tool. Unfortunately, our current process for onboarding and training new managers to use this tool needs to be improved. Moreover, combining MOOCs with microlearning, an instructional design approach that uses brief learning segments adhering to specific standards, could effectively address this challenge. Dolasinski and Reynolds (2020) noted that microlearning is a technique that involves bite-sized learning segments that meet particular criteria. This approach would allow learners to access content in small, manageable chunks at their convenience, providing a structured and coherent learning experience.
I envision creating a program similar to Coursera, a global online learning platform that provides access to online courses anywhere and anytime. By integrating microlearning into MOOCs, we can present complex information in easy-to-digest segments that learners can comprehend and retain. This approach could revolutionize how our organization trains its employees and managers worldwide, saving time and resources while improving overall learning outcomes.
As I continue to explore the potential of MOOCs, I am interested in examining how they can address the challenges of online learning and engagement, specifically in onboarding and training new managers to utilize a specific tool. Additionally, I want to explore how incorporating interactive elements such as quizzes and discussions into MOOCs can enhance learner engagement and retention.
Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A new learning model. Journal of Hospitality & Tourism Research, 44(3), 551-561.https://doi.org/10.1177/1096348020901579
Throughout this course, I have gained a deeper understanding of leadership in digital learning environments. Reflecting back to my initial post on leadership, I realize that my perspective has evolved to encompass a more holistic view of leadership. In my previous post, I focused on the importance of communication and adaptability, but now I understand that leadership in digital learning environments is more complex and requires a multifaceted approach.
As highlighted in my external scan blog post, effective leadership involves merging people, processes, and technology to create a positive digital learning environment (Al-Haddad & Kotnour, 2015). I have learned that leaders must prioritize collaboration, establish a supportive culture, inspire and empower their team, and foster openness and trust (Castelli, 2016; Julien et al., 2010; Workman & Cleveland-Innes, 2012). These attributes are crucial for driving success in a rapidly changing technological landscape.
In my current role, I can help lead a change within my organization by implementing a digital learning change roadmap, as outlined in my Assignment 1 blog post. This model emphasizes the importance of involving stakeholders, creating a clear vision, building momentum, engaging stakeholders, creating a detailed implementation plan, and providing ongoing communication and support to adapt. By taking a strategic approach and involving all stakeholders, we can ensure a successful implementation of digital learning.
Looking to the future, I envision myself leading a digital learning transformation within my organization. I believe that by prioritizing collaboration, communication, and adaptability, we can create a culture of continuous learning that will drive success. As highlighted in my Leading Projects blog post, implementing a digital learning tool requires a programmatic approach, with stakeholder meetings, data collection across all ERP systems, and the establishment of a comprehensive policy and procedure for managing contingent workers globally. Taking a strategic and multifaceted approach can ensure a successful transformation that benefits all stakeholders.
In conclusion, this course has given me valuable insights into effective leadership in digital learning environments. I have learned that leadership requires a multifaceted approach that prioritizes collaboration, communication, and adaptability. By implementing a digital learning change roadmap and taking a strategic and programmatic approach to digital learning transformation, I can help lead a change within my organization that will drive success and benefit all stakeholders.
References:
Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management 28(2), 234-262. https://doi.org/10.1108/JOCM-11-2013-0215
Castelli, P. (2016) Reflective leadership review: a framework for improving organizational performance. Journal of Management Development, 35(2), 217-236. https://doi.org/10.1108/JMD-08-2015-0112
Julien, M., Wright, B., & Zinni, D. M. (2010). Stories from the circle: Leadership lessons learned from aboriginal leaders. The Leadership Quarterly, 21(1), 114–126. https://doi.org/10.1016/j.leaqua.2009.10.009
Workman, T., & Cleveland-Innes, M. (2012). Leadership, personal transformation, and management. International Review of Research in Open and Distance Learning, 13(4), 313–323. https://doi.org/10.19173/irrodl.v13i4.1383
Over the past three years, I have helped lead the implementation of a cloud-based tool for managing contingent workers at my organization. The tool is intended to simplify and streamline hiring, managing, and paying contingent workers for our managers. Unfortunately, our organization did not have a consistent process for hiring contingent workers across its many divisions and sites worldwide. Therefore, our procurement department in North America collaborated with the IT team to find a solution to this issue, which resulted in the introduction of a cloud-based tool. However, we may have rushed the implementation process without defining the issue and creating a realistic plan.
According to Watt (2014), 44% of projects are “challenged,” 32% are “successful,” and 24% “failed.” Therefore, the author recommends understanding the correct business requirements early in the process, applying project management techniques, and monitoring project activities. We could have done a better job of defining the issue and creating a realistic plan. Although we implemented the tool within budget and on time, it was only for a small subsection of our global organization, which has multiple locations, Enterprise Resources Planning (ERP) systems, and regulations to consider. After watching a video on project management by Knolscape (2013), I learned the importance of distinguishing between a project and a program. In addition, our implementation only focused on one ERP system, leading to confusion among managers and contractors working in different ERP systems. Thus, to ensure consistency and avoid confusion, we should have implemented the tool simultaneously across all ERP systems and locations while establishing an overarching policy and procedure for managing contingent workers worldwide.
As a result, to approach this implementation as a program, we needed to create a better strategic plan, conduct stakeholder meetings, and collect data across all ERP systems. As Zettelmeyer (2015) emphasized, the most crucial skills in analytics are thinking skills rather than technical skills. Therefore, we should have defined the issue more clearly, created a realistic plan, and taken a strategic approach based on the problem we needed to solve. By doing so, we could have successfully implemented the tool across the entire organization while ensuring consistency and avoiding confusion.
Today, we are reassessing our approach and developing a more strategic plan to ensure the success of the remaining implementation of the cloud-based tool for managing contingent workers across our organization. In hindsight, a program would have been better than a project. It should have included stakeholder meetings, data collection across all ERP systems and locations, and the establishment of a comprehensive policy and procedure for managing contingent workers globally. Taking a more strategic approach would have made the implementation more successful.
Watt, A. (2014, August 14). Project Management – The Open Textbook Project provides flexible and affordable access to higher education resources. Opentextbc.ca; Pressbooks. https://opentextbc.ca/projectmanagement/
In today’s rapidly evolving world, the significance of change cannot be overstated. Change is like an infinity road that never stops. As technologies and digital learning become essential tools for enhancing workplace organizational effectiveness and skill development, organizations must embrace a mindset that fosters collaboration, productivity, and constant adaptation to new changes. Biech (2007) highlighted that organizations are always moving towards change, propelled by the abundance of information and the rapid pace at which we can access it. As a result, the key to success in creating a digital learning environment is to merge people, processes, and technology, recognizing that this is an ongoing and never-ending process. Consequently, Conner (1998, as cited in Al-Haddad and Kotnour, 2015) noted, “any change action has a chain reaction that impacts the whole organization” (p. 235). Hence, we must consider the change initiatives before implementing them.
After reviewing the literature, conducting peer interviews, reflecting on personal experiences, and listening to the “voices” of past students in the MALAT program, I found that selecting the best change model to address digital learning was challenging. As Al-Haddad and Kotnour (2015) noted, the high failure rate of change initiatives only emphasizes the importance of selecting the right model. I reviewed several models, including Lewin’s Change Management Model, Kotter’s 8-Step Model, and Prosci’s ADKAR Model. Still, combining the best practices from each model was necessary to develop an effective approach. This led me to create the “Digital Learning Change Road Map,” a customized model tailored to the unique context of digital learning. The “Digital Learning Change Road Map” is a continuous process that resembles an infinity road, requiring ongoing involvement of stakeholders to drive the change forward, processes to carry out the change, and technology to implement and utilize the change effectively. The model includes a clear vision, focuses on building momentum, engaging stakeholders, creating a detailed implementation plan, and providing ongoing communication and support to adapt.
People undoubtedly play a crucial role in change, especially in the digital world. In addition, people play a role in change by needing to recognize the organization’s working practices, know how new technologies and changes affect the organization and adapt to the demands of today’s business. Thus, people are an essential and ongoing factor in the infinity road map of change, and comprehending their apprehensions and necessities is critical for accomplishing any change initiative. In addition, the colleagues I interviewed noted that people significantly impact change and ensure you have the right people involved, like, leadership, executives, subject matter experts and professionals who understand the needs for and of digital change. Furthermore, they added that to implement digital change successfully, it is crucial to show executive and leadership support. When leaders support and deliver the change’s value and benefits, individuals are more likely to accept it.
Similarly, it is vital to assemble a team of dedicated individuals with the necessary expertise to implement the change. Jones (2022) stated that listening to the people being led is crucial for effective leadership. Therefore, change leaders must take the time to understand their audience, listen to their voices, and support them in successfully implementing a digital learning environment. Furthermore, Al-Haddad and Katonour (2015) emphasized that change leaders should employ the most suitable change strategies for their people once the nature of the change is known.
As we are now in the second phase of the infinity roadmap, which is the process, having a well-structured and engaging process personalized for employees is crucial to effectively implementing digital learning in the workplace. As my colleague stated, processes should be designed to fit seamlessly into the organization’s workflow and be easily accessible and user-friendly for employees. Moreover, Weiner (2019) claimed that consistent leadership messages and actions that convey the vision are essential throughout the change process to remind stakeholders why change is being pursued. Additionally, it is crucial to provide employees with the necessary tools and training to help them navigate the transition successfully. Furthermore, optimizing business processes is vital in digital change strategies, primarily customer-focused ones. For instance, in our organization, we utilize tools to monitor contingent workers, which assists managers with hiring, managing, and paying contractors, ensuring that these processes are efficient, secure, and cost-effective. Finally, any created process needs to seamlessly integrate with existing systems and technologies to provide employees with a simple, flawless user experience that makes sense to the business and its users.
Technology plays a crucial role in the digital learning change road map of people, processes, and technology in a workplace. Technology is all around us, from when we wake up to when we go to sleep. Still, more importantly, technology is widely used in our organization, providing employees with the tools and resources to work from anywhere and to help facilitate new ways of collaboration, communication, and training. As we progress through the different phases of the infinity road map for digital learning change, it becomes increasingly apparent that technology plays a crucial role in this process. Furthermore, according to Byerl et al. (2013, as cited in Al-Hadded and Kotnour, 2015), “technology is key to drive change and plays a strategic role in facilitating change and making it part of the organizational culture” (p. 244). Therefore, technology must be incorporated into all processes and departments if a company is to undergo a complete transformation. Like the infinity road map, my colleagues spoke about the importance of always ensuring technology is up to date and works for the needs of the end-users.
In conclusion, a continuous, ongoing change management process is needed to create a thriving digital learning environment in the workplace. People, processes, and technology are the three key components of this process, and they all need to operate in unison and coherence. It is essential to involve the right people, offer a user-friendly process that is simple to integrate with current systems and use technology to drive and facilitate change to succeed. This continuous process demands ongoing attention and flexibility in response to emerging changes, much like an infinity road. Understanding the significance of change and implementing an effective change management process will help organizations create a thriving digital learning environment that improves organizational effectiveness and skill development in the workplace.
References
Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management 28(2), 234-262. https://doi.org/10.1108/JOCM-11-2013-0215
For this blog, we were tasked to write about leadership reflections and what we believe are the essential attributes of a leader working in a digital learning environment. I found this activity interesting because my answers were mostly the same before and after the readings when we were asked to complete a worksheet to list a leader’s most important to least important attributes. What I noticed was that my top five all embodied human connection. Being a leader is such an important role, and it should not be taken lightly. However, saying that, it was tough for me to pick just a few attributes, so I listed five important ones.
According to Workman and Cleveland-Innes (2012), the main goal of a leader is to inspire, develop, support, and guide their followers toward success. In a rapidly advancing digital learning environment, leaders must possess certain essential qualities to be effective. Based on my reading and personal beliefs, in my opinion, the five most crucial attributes are caring, honesty, supportiveness, inspiration, and the ability to foster collaboration.
Caring: A caring leader recognizes the significance of building relationships and creating a positive learning environment for their followers. They understand that education is about people and strive to create an atmosphere of trust and respect. Castelli (2016) notes that a leader must foster openness and trust to inspire others to perform at their best and feel a sense of belonging in the learning community.
Honesty: Honesty is crucial in building trust and credibility as a leader. Honest leaders are transparent and truthful in their communication and actions. As stated by Julien et al. (2010), integrity and honesty are highly valued leadership qualities necessary to gain employees’ trust and create a collaborative and successful working environment.
Supportiveness: Effective leaders in the digital learning environment must be supportive. They understand that success is often the result of teamwork and strive to create an inclusive culture that encourages collaboration. They provide resources and support to help individuals succeed and recognize their successes. According to Castelli (2016), a supportive leader empowers their team while maintaining performance expectations.
Inspiration: Inspiring leaders can motivate and inspire their followers to reach their full potential. They have a clear vision and communicate it effectively to their team. Julien et al. (2010) claim that inspiring others is a critical leadership ability that fosters an open and trusting environment for exchanging ideas.
Collaboration: Creating a collaboration culture is crucial for any organization’s success. Collaboration involves working together to achieve a common goal and fosters a sense of community. Workman and Cleveland-Innes (2012) state that collaboration and shared goals are the foundation of transformational leadership. By prioritizing collaboration, leaders can encourage a sense of ownership among all members of the organization.
In conclusion, leaders in the digital learning environment must possess a combination of caring, honesty, supportiveness, inspiration, and the ability to foster collaboration. By prioritizing these attributes, leaders can build strong relationships, foster trust, and drive success in a rapidly changing technological landscape.
References:
Castelli, P. (2016) Reflective leadership review: a framework for improving organizational performance. Journal of Management Development, 35(2), 217-236. https://doi.org/10.1108/JMD-08-2015-0112
Julien, M., Wright, B., & Zinni, D. M. (2010). Stories from the circle: Leadership lessons learned from aboriginal leaders. The Leadership Quarterly, 21(1), 114–126. https://doi.org/10.1016/j.leaqua.2009.10.009
Workman, T., & Cleveland-Innes, M. (2012). Leadership, personal transformation, and management. International Review of Research in Open and Distance Learning, 13(4), 313–323. https://doi.org/10.19173/irrodl.v13i4.1383
