To reflect on my learning during this course, I have opted to use the same 3-2-1 format I used initially, as it illustrates a new outlook from my experiences.
3 Thoughts
*Digital facilitation is learner-centered.
Although I knew learning was about the learner, this sentiment did not translate into my thoughts of an online instructor. While working with my team on creating content, we always returned to what was best for our learners, including providing encouragement and support (like a cheerleader) and being a co-learner alongside them (Bull, 2013).
*Using frameworks and theory to substantiate decisions is key
Working with my team of co-facilitators illustrated the importance of using theory and design to frame our decisions concerning content and building our learning environment. Being cognizant of the Community of Inquiry (CoI) framework helped keep our team focused on providing a balanced approach to social presence, teaching presence, and cognitive presence. We incorporated such elements as creating opportunities for collaborative learning in our synchronous session (cognitive/social presence), as well as clearly stating outcomes, activities, and expectations (teaching presence) (Lalonde, 2021). We also incorporated various elements of Universal Design for Learning (UDL) to promote CoI and a learner-centred experience.
*Feedback is integral for effective digital learning.
This sentiment has remained unchanged, yet I am satisfied knowing this idea has been substantiated through my experiences. As our group was the last to present, I have not been able to view our learners’ insights, but I look forward to seeing what I can glean from their responses. If digital facilitation is, in fact, learner-centred, we must then seek feedback from our learners in order to provide them with what they need. As one of our resources from our facilitation week on inclusive learning states, an essential aspect of facilitating is to iterate and improve (Gamrat, 2020).
2 Questions
My initial question from the beginning of the course (how does a facilitator provide relevancy when information about their students is relatively unknown?) has been answered in a way. Using our knowledge of CoI, I know that spending time getting to know your learners at the beginning of the course (using technology surveys, encouraging informal activities for getting to know learners and asking for preferred names and pronouns) can give facilitators important background information (Gamrat, 2020; Page et al., 2021). However, the part I continue to struggle with is this:
How can facilitators provide relevant materials that reflect a group’s varied background in a timely way? After getting to know our students, how can we incorporate relevancy without rebuilding the course? From what I understand, it seems that many facilitators have a course already made and ready to implement, so making changes with activities and resources may be challenging.
My second question (how does an educator encourage and promote student feedback?) has also been answered. If marks are associated with feedback, as they were in our course, more students will be willing to engage. My new question after my current experience is:
How do facilitators implement feedback midway through the course in a timely and relevant way?
1 Simile
As I look upon my initial image of a one-person band representing digital facilitation, I most definitely changed my simile after my experiences as an online facilitator. Instead of having the teacher as the focal point, as in a one-person band, I now know it is a shared experience.
My new simile is this:
Digital facilitators are like symphony conductors; they set the pace while collaborating with and guiding musicians to bring out their best, thereby creating a harmonious musical experience.
HarmonieO&U at Dutch Wikipedia, Public domain, via Wikimedia Commons
References
Bull, B. (2013, June 3). Eight roles of an effective online teacher. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/
Gamrat, C. (2020, February 6). Inclusive teaching and course design. Educause. https://er.educause.edu/blogs/2020/2/inclusive-teaching-and-course-design
Lalonde, C. (2020, August 23). Facilitation in a Community of Inquiry [Video]. YouTube. https://youtu.be/Nv1bUZv5PLs
Page, C., Hardwick, J., & Takacs, S. (2021). Creating inclusive online learning environments. In Inclusive pedagogies. KPU. https://kpu.pressbooks.pub/inclusivepedagogies/chapter/creating-inclusive-online-learning-environments/
