Three thoughts:

My first thought about facilitating in digital environments is that not all digital environments are the same.  My experience teaching online with VIP Kid helped inform the one-on-one teacher/student dynamic, and my experience teaching grade 3 homeroom to a bunch of eight-year-olds on an ipad during the pandemic informs the one-to-many dynamic. 

My second thought is why don’t we have a ubiquitous, digital, global school yet?  While the school system in the Western world serves double duty as childcare while both parents work, much of the developing world has 3+ generations living under the same roof, or a single breadwinner, reducing the need for childcare and creating a more individual learning environment.  

My third thought is that there’s a stark difference when facilitating for people who want to be there versus people who are required to be there.  Even the most engaging content and dynamic presentation can fall flat if the audience is disinterested or reluctant. This highlights the need for strategies to boost engagement and motivation in online learning environments, as highlighted in the readings for unit 1.

Two Questions: 

1. How should we adjust our approach when creating online communities of inquiry for children versus adults? What are the key differences between digital “school” and “work” environments that facilitators need to consider?

2. What are the most effective techniques for facilitating groups with different levels of motivation? How might we adapt our strategies for highly engaged participants versus those who are required to attend?

One Metaphor or simile:

Trying to share your screen is like playing Russian roulette with your dignity.