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- Customized and personalized learning <\/strong>\u2013 The new emphasis on learners in digital facilitation promotes cultivation of critical thinking, analysis, and creativity (Boettcher, 2019). When learning relates to work-related experiences and aligns with performance goals, it enhances motivation, collaboration, and contribution in the learning process.<\/li>\n<\/ul>\n\n\n\n
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- Unlimited learning prospects<\/strong> \u2013 Digital facilitation allows a multi-dimensional learning experience as opposed to a linear one, achieved through the integration of social presence, teaching presence, and cognitive presence (Boettcher, 2019). Learners engage with flexibility, creativity, and a sense of empowerment, moving away from passive reception of information from traditional learning. The convenient access to online resources motivates learners to delve into a wealth of information and potentially fosters an increase of lifelong learning.<\/li>\n<\/ul>\n\n\n\n\n\n\n\n
2 questions about digital facilitation:<\/p>\n\n\n\n
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- During the pandemic, I encountered a colleague who displayed resistance to learning and exhibited poor conduct during an online session. Apart from adopting a cheerleading or social butterfly role (Bull, 2013), what additional approaches can a digital facilitator utilize to proficiently address disruptive or challenging behaviour and participant disengagement in virtual sessions?<\/li>\n<\/ul>\n\n\n\n
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- This is a more specific question for my work context. How does digital facilitation affect the effectiveness and efficiency of an onboarding process in the organization?<\/li>\n<\/ul>\n\n\n\n
1 metaphor or simile about digital facilitation: <\/p>\n\n\n\n
![\"\"](\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\")
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Digital facilitation for users can be interpreted differently from its initial intent. Respecting diverse abilities and learning styles becomes imperative in supporting student achievement and success (Dunlap & Lowenthal, 2018).<\/p>\n\n\n\n
References:<\/p>\n\n\n\n
Boettcher, J. V. (2019). Ten best practices for teaching online. <\/em>Designing for Learning. http:\/\/designingforlearning.info\/writing\/ten-best-practices-for-teaching-online\/<\/a><\/p>\n\n\n\n
Bull, B. (2013, June 3). Eight roles of an effective online teacher<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/<\/a><\/p>\n\n\n\n
- This is a more specific question for my work context. How does digital facilitation affect the effectiveness and efficiency of an onboarding process in the organization?<\/li>\n<\/ul>\n\n\n\n
- During the pandemic, I encountered a colleague who displayed resistance to learning and exhibited poor conduct during an online session. Apart from adopting a cheerleading or social butterfly role (Bull, 2013), what additional approaches can a digital facilitator utilize to proficiently address disruptive or challenging behaviour and participant disengagement in virtual sessions?<\/li>\n<\/ul>\n\n\n\n
- Unlimited learning prospects<\/strong> \u2013 Digital facilitation allows a multi-dimensional learning experience as opposed to a linear one, achieved through the integration of social presence, teaching presence, and cognitive presence (Boettcher, 2019). Learners engage with flexibility, creativity, and a sense of empowerment, moving away from passive reception of information from traditional learning. The convenient access to online resources motivates learners to delve into a wealth of information and potentially fosters an increase of lifelong learning.<\/li>\n<\/ul>\n\n\n\n\n\n\n\n
![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-content\/uploads\/sites\/251\/2023\/08\/Screenshot-2023-08-25-at-1.27.31-PM.png\")
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