As someone who remembers the days before the internet and how connected we all have become to technology, I still sometimes wonder if Skynet will take over. When it comes to digital facilitation, I already have some experience as both a learner and a teacher. Still, I also know that change is always happening and that new ideas or ways of doing things are bound to be developed. In this first week of LRNT 528, my first thoughts are:
– As a teacher, how can I use new ideas and developments in digital facilitation with my students currently to support their learning and development both in class and as supplemental supports at home?
– How can we ensure that digital facilitation is done in a way that supports student learning and is pedagogically sound?
– As I work in a school district with clear rules around what technology can be used with students, what are some of the newer tech or ideas that are coming out to support digital facilitation?
When it comes to digital facilitation, I know that I learned a lot during the pandemic when, as a teacher, I needed to quickly adapt to teaching elementary-aged students online. Although this was a highly stressful time, it helped me see what was essential to help me remain connected to my students and how sometimes the most important thing is just being there to talk about the silly stuff. Since 2020, there has been significant growth in digital facilitation, but in terms of K-12 education, it isn’t being discussed much, at least in my school district. My questions during this first week:
– How can we ensure that digital facilitation training is available and encouraged in fields that either do 100% require it or may in the future?
– Is there a single component that is the “deal breaker” when moving towards digital facilitation? One item that must be present or considered to make it work and encourage engagement?
As a classroom teacher, I have looked at digital facilitation in the same way I look at teaching and planning in my standard setting. I must keep all of my learners in mind when planning to ensure that it is accessible to all and that the outcomes are achievable for all as well. It is common to need to adapt or even modify what is happening based on either individual needs or that something just isn’t working on a particular day. When trying to come up with a metaphor or simile, the best I can come up with is a bit of a combination. As a coach, I must teach my learners the skills and tools necessary to reach their goals. I am also a chef or baker, as I know what I am trying to make, but it is essential to sometimes change the recipe or the order I do things based on what my final product ends up being.
23 August 2025 at 9:48 am
I think Skynet is just on the verge.
Reflecting on the rapid transition to online learning during COVID, what do you think was the biggest lesson in learning what did not work in a DLE? Today, in digital or hybrid learning environments, what do you think still works quite well?
24 August 2025 at 7:21 pm
Your thoughts on digital facilitation really hit home, especially your fond mention of pre-internet times and the fast pace of tech changes, like something out of Terminator 2’s Skynet! Your experience teaching during the pandemic shows how connection, even through fun or “silly” activities, is what makes learning come alive. I’m also curious about using new digital tools in facilitating while keeping cultural practices authentic. Your questions about creating accessible, effective training for digital facilitation and pinpointing what’s essential are right on target. In my own work, I’ve found that being flexible like your coach and chef analogy is crucial. Just as you adjust a recipe to make a great meal, I adapt digital tools to fit different learners, ensuring everyone feels included and engaged.
It’s eye-opening how K-12 education often falls behind in discussing digital facilitation. I’ve seen similar issues where teacher training doesn’t keep up with new technology. To answer your question about training, I think regular, hands-on workshops showing how to use digital tools in real classrooms could help close this gap. As for a “deal breaker,” I believe it’s giving students a voice if they can’t actively take part, digital tools won’t work. Your metaphor nicely sums up this balance of structure and flexibility. I’m excited to explore how we can use new tech, like AI platforms or interactive apps, to boost learning while keeping teaching at the core.
25 August 2025 at 11:09 am
Lauren, you’re so right, staying connected to some core values of teaching really helps ground our online facilitation.
I’m still waiting for the flying cars we were promised. Greatly disappointed in the lack of technological advancement there!
17 October 2025 at 1:22 pm
Hi Lauren,
I enjoyed reading your original 3-2-1 and seeing how you connected your teaching experiences during the pandemic to your thinking about digital facilitation. Now that you’ve seen more of what’s possible in this course, have your ideas about balancing structure and flexibility with younger learners changed at all?
You wrote that sometimes the most important thing is just being there to talk about the silly stuff. How do you think that sense of connection can be intentionally built into digital spaces, especially in K–12 contexts where tools and time are limited?
You also described yourself as both a coach and a chef. After facilitating and watching others do the same, does that metaphor still fit, or has your perspective shifted now that you’ve been on the other side?