Robert Davies COLF Assessment

of 21 COLF Ass v7.0 1012
© 2015 Learning and Performance Institute – COLF is a registered trade mark of the LPI
STRICTLY CONFIDENTIAL
Certified Online Learning
Facilitator
LIVE ASSESSMENT REPORT
Name: Robert Davies
Date: 26th
February 2015
Course: Baltic Training Group 1
Assessors: Michelle L Parish

COLF Live Assessment Report
Page 2 of 21 COLF Ass v9.0 0113
Certified Online Learning Facilitator
Live Assessment Report
COLF Live Assessment Version: v10.0
Authors: Michelle Parish, Colin Steed
January 2015
Copyright Notice
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organisations, with the prior written approval of the Learning and Performance Institute, may
reproduce this document in part or in full solely for their own internal use but not for any
commercial activity or commercial gain.
COLF is a registered trade mark of the LPI.
Published by
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Tel: 0845 006 8858
Email: info@thelpi.org
Web: www.thelpi.org

LIVE ASSESSMENT RESULTS
STANDARD ACHIEVED
Target Actual Devn
16 15 1
50 43 7
44 36 8
42 42 0
20 18 2
32 32 0
28 27 1
26 20 6
258 233 25
KPI 90%
KPI Summary
COLF Assignments and Learning Journals
Session Set Up, Learner Welcome and Reception
Opening the Session
Facilitating the Session
TOTALS
Closing the Session
Mastery of the Web Conferencing Technology
Visual Impact/Quality of Materials
Vocal Quality/Impact
Explanation of grading: KPI 95% or above ‘Achieved with Distinction’; KPI 80%- 94%
‘Achieved’; KPI 71% - 79% ‘Achieved’ (at Assessors discretion); KPI 70% or below ‘Retake’
ASSESSMENT SUMMARY
Robert delivered a well-designed, well facilitated and fully interactive live online
session (Arabic for beginners). Robert has a very upbeat style which is excellent for
online delivery and he used his voice to very good effect throughout the session.
Robert’s session materials were well designed demonstrating a very good
understanding of the need to maximise visual impact and minimise text.
It was evident that Robert has developed a good understanding of the Adobe Connect
software and how to develop and present an engaging and interactive online session.
Whilst further practice will continually enhance these skills, he has achieved a level of
knowledge and practical skills for which he has achieved the required standard of
behaviours laid out in the Certified Online Learning Facilitator (COLF) competency
framework and we are very pleased to award him with a COLF Certificate.
Recommendations/Areas for Improvement
Apart from enhancing skills further with continued practice, the only points that the
assessors noted for development were as follows:
 It is important during this ‘pre session’ time that you use your voice to engage
learners, try to find out a little about them and use the opportunity to

network. Ensure that all attendees audio is checked before the session
officially commences.
 Adjust Reception Slides to incorporate reference to the session being
recorded.
 At the start of a session it is always advisable to:-
o Remember to always advise of session duration as the session
commences
o Ensure when explaining the communication methods that appropriate
interaction is sought to provide reassurance that learners have both
located the tools and are able to use them (i.e. annotation tools)
o Ensure attendees are aware of the ‘step away’ emoticon
o Communicate session objectives with supporting slide
 Be careful that the opening part of the session, covering interaction tools and
icebreaker does not last too long. In this particular session the introduction
finished and the main content of the session commenced around 10 minutes
into the session in a ‘live’ situation this would be a little too long for the
introductory element and could detract from the main content of the session.
 Overall a comprehensive and professional session close but there is a couple
of minor elements which could still be addressed – see detail under
Competency 8.
 Whilst the interactive features used were appropriate to the session, as
confidence develops, Robert should look to use other functionality such as
breakout rooms and possible the File Share Pod which could work well in a
session such as this.
LPI Signature
Michelle L Parish FLPI COLF
Certified Online Learning Facilitator Assessor
Date: 23rd
March 2015

Target Actual Devn
4 4 0
4 3 1
4 4 0
4 4 0
16 15 1
KPI 94%
TOTALS
COMPETENCY 1 - COLF ASSIGNMENTS AND LEARNING JOURNALS
Completion of the Unit 2 assignment? (Mosher & Rossett )
Completion of the Unit 4 assignment (Organisational use of web
conferencing)
Completion of the Unit 3 assignment (Webinar Critique)
Completion of Learning Journals for each module
Assessor Comments
COLF Assignments Submitted
Unit 2 Unit 3 Unit 4
Comprehensive
feedback provided on
both articles reviewed
demonstrating good
level of understanding.
Good point made at
report end: – “It was also
pointed out that a webinar
does not necessarily end
with the final slide and the
goodbyes”.
Good review of both
webinars with some
insightful comments
made although not
specifically identifying
‘what you would do to
improve’ each event
Once again well thought
through assignment identifying
a range of areas within the
business where further use of
web conferencing could be
utilised.
Learning Journals Submitted
Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit
10
Y Y Y Y Y Y Y Y Y

Target Actual Devn
4 4 0
4 4 0
4 4 0
3 3 0
3 3 0
3 3 0
4 4 0
4 4 0
4 4 0
4 2 2
4 4 0
3 2 1
2 0 2
4 2 2
50 43 7
KPI 86%
Verbally provide regular announcements as to session start time
Facilitator audio quality and level checked
Facilitator logs in 'second screen' as a participant
Reception Materials include advise in terms of how to communicate
(Chat, Emoticons etc)
Reception Materials include: Welcome; Session Title; Facilitator
details (name, photograph and contact information);session start
time: session end time (or duration)
Reception Materials include advise to minimise distractions and of
interactive nature of session
Reception Materials include advise on audio set up & recording of
session
COMPETENCY 2 SESSION SET UP, LEARNER RECEPTION AND WELCOME
TOTALS
Session Plan available which outlines timings, key learning points,
interactions and facilitator actions
Session designed to include an appropriate mix of web conferencing
facilities/features
All content pre loaded and checked to ensure correctly functioning
All learner privileges set correctly for the session content
Verbally welcome learners and individually check audio quality as
each learner logs into the session
Verbally encourage participants to network using Chat and/or use
microphones
Verbally engage with learners as they wait for session to commence

Assessor Comments
1. Session competently and swiftly set up with no request for assistance. Robert
made good use of the Presenter area and a range of room layouts to ensure his
session progressed smoothly:
2. Well-designed session plan, incorporating high level prompts, timing and
interaction.
3. A second screen was logged into the session to provide Robert with a ‘learner
view’ of the session as it progressed - this is always a recommendation for
online sessions as does provide an element of reassurance as well as a
contingency option.
4. The session opened to music and ‘rolling’ Reception Slides this provided for an
upbeat greeting on joining the session. Whilst the music was still playing Robert
made good use of chat to converse with those persons joining the session.
5. Excellent range of Reception Slides covering all key messages (with the exception
of reminding learners the session would be recorded) and utilising some clear
visual images some of which were full screen for maximum impact:

6. On the music ending, Robert encouraged attendees to unmute and speak but
only Natalie did this – Sophie’s audio was not checked prior to the session
starting.
7. As all attendees were present, Robert made the decision to commence his
session.

Target Actual Devn
4 4 0
4 3 1
4 4 0
4 4 0
4 3 1
4 3 1
4 2 2
4 4 0
4 1 3
4 4 0
0 0 0
4 4 0
44 36 8
KPI 82%
Learners clearly advised on how to ask questions in session
Session objectives/learning outcomes/session route map clearly
communicated
Introduce engagement within the first 5 minutes of the session
through use of an icebreaker or similar
Ensure, in terms of timing, the introductory element of the session
is in proportion to the main body/content
TOTALS
Latecomers to the session are correctly handled so as to minimise
disruption to the rest of the learners
Session ground rules communicated (i.e. What the facilitator
expects from the learners - minimise distractions, participate etc)
COMPETENCY 3 OPENING THE SESSION
Session opens in a clear positive, upbeat manner to gain learners'
attention
Facilitator introduces self and provides brief outline of credentials
and contact details
Explaination given as to how learners should use the emoticon
response tools ensuring appropriate interaction sought. Ensuring
learners are clear which emoticon should be used to ask questions
or if they need to 'step away' from the session. (In the event of
experienced learners - a quick recap is still recommended)
Explaination given as to how learners should use the annotation
response tools ensuring appropriate interaction sought. (In the
event of experienced learners - a quick recap is still recommended)
Session commences at stated start time and session duration
communicated to learners
Explaination given as to how learners should use the chat response
tool with interaction sought. (In the event of experienced learners -
a quick recap is still recommended)
Assessor Comments
1. An upbeat opening to the session with Robert providing an overview of the
session content and advising of how the session would progress. Robert
introducing himself (dedicated slide with photo and contact details) and shared a
little credential information.
2. The session progressed with attendees asked to introduce themselves – the slide
on screen related more to the introduction of chat and it would be recommended
you have a dedicate slide for learner introductions. Great engagement very early
on in session – really setting the tone for the rest of the session.

3. Attendees encouraged to change their chat colour and good use of chat was
made from the start of the session.
4. Reference made to the need to minimise potential distractions and for
communication/participation in session.
5. Emoticons introduced via a ‘first one to give me a ‘hare’ icon’ – nice approach
and introduced the tools well although not specific mention to the ‘step away
icon’. Remember to advise attendees that in addition to the ‘raised hand’
emoticon, questions can also be posed via chat.
6. Annotation tools also introduced although attendees asked not to test these out
at this point – it is always advisable to get some interaction on introducing the
tools.
7. The session progressed with an icebreaker exercise to utilise the annotation tools
which had been introduced a little earlier – some encouragement for attendees to
expand upon their response via open microphone.
8. Poll utilised to ascertain level of existing knowledge:
9. No formal objectives set for the session and communicated via a dedicated slide.
10. The main body of the session commenced at approximately 10 minutes into the
session – for a 30 minute session this is a little too long to spend on the session
introduction. Perhaps combining the open microphone introduction with the
exercise on elements in common could reduce the timing a little.

Target Actual Devn
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
3 3 0
3 3 0
0 0 0
42 42 0
KPI 100%
Use techniques to reinforce and apply the learning using overviews,
summaries/recaps, questions, testing etc
Use metaphors, stories or analogies to explain learning points
Provide opportunities for learners to practice what is being taught
Provide verbal and practical examples of how knowledge and skills
can be transferred and applied in the learners workplace
COMPETENCY 4 FACILITATING THE SESSION
Encourage use of questions and interactivity throughout the session
to enable learners to contribute to the session - including both
inclusive and exclusive methods
User learner names appropriately and actively map responses back
Use an appropriate variety of web conferencing facilities to support
the learning objectives
TOTALS
Use inclusive interactions at least once every 5 minutes throughout
the session
Monitor 'Chat' to ensure all questions, queries and comments
acknowledged and handled in a timely manner
Monitor 'Raise Hand' notifications to ensure all questions handled in
a confident and timely manner
Provide feedback and encouragement for every learner contribution
ensuring a consistent approach to each learner
Demonstrate awareness of learner non-participation and take action
to encourage involvement
Assessor Comments
1. Robert delivered an engaging session making confident use of the WebEx
Training Centre functionality (chat, emoticons, polling, open microphones,
whiteboard/annotation).
2. Very good mapping of learner responses from the outset of the session with
learner names used effectively.
3. Good use of open microphones during the main body of the session to encourage
attendees to share opinion on what they considered the Arabic numbers looked
like – with a view to helping them remember.

4. Excellent use of whiteboard/annotation style interaction to test knowledge and
knowledge transfer as session progressed:

Target Actual Devn
4 3 1
4 3 1
4 4 0
0 0 0
4 4 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
4 4 0
20 18 2
KPI 90%
TOTALS
Response icons/emoticons cleared promptly
Whiteboard managed appropriatly ensuring question clearly stated
on whiteboard and including explaination of how to use the
annotation tools
Share functionality professionally handled including explanation
of participant controls/options when in 'share mode'
Chat used correctly to share web links with learners
Breakout session used professionally with clear instruction
provided in terms of session objective, duration, how to ask for help
etc
Polls pre-loaded, well managed, results shared (where
appropriate) and poll closed correctly
COMPETENCY 5 - MASTERY OF WEB CONFERENCING TECHNOLOGY
Demonstrate correct and best practice approach to learner
microphones (opening, closing and transfering)
Ensure positive approach to the tools/technology (i.e. avoid
‘blaming’ the technology) and ensure any pauses in presentation
adequately explained
Webcams used in a professional manner so as not to be distracting
for learners. Quality feed ensured.
Video and/or audio file sharing professionally managed
File Transfer used correctly to pass documents to learners
Assessors Note: Where functionality was not used please adjust Target Score to ‘0’ and reflect final
‘Target Total’ correctly in table on Page 3.
Assessor Comments
1. Robert displayed good awareness of chat with excellent mapping of learner
names. Mostly good handling of microphones but there were a couple of points
attendee microphones were left unmuted – take care with this as in a session
with more attendees background noise may well cause a distraction.
2. Excellent whiteboard style activity with attendee asked to identify ‘Where is
Arabic spoken?’

3. Other innovative whiteboard designs to test understanding and knowledge
transfer:
4. Good use of room layouts and various whiteboard pods to gain interaction using
the annotation tools at the same point
Note – consider naming the whiteboard pods for ease of identifying who has
submitted which response.
5. Poll utilised to ascertain level of existing knowledge. Poll confidently opened;
monitored completion and shared results.

Note: Best practice would suggest removing the .pptx extension from the pod
titles:

Target Actual Devn
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
4 4 0
32 32 0
KPI 100%
Ensure consistency of approach across materials in terms of images
and other graphics used
Where photographic images used ensure relevance to illustrating
the key learning point and impact (correct sizing)
TOTALS
Ensure all images incorporated within slides (photographs, screen
shots, diagrams and charts) are clear (not fuzzy or blurred) and
where applicable copyright details are contained
COMPETENCY 6 - VISUAL IMPACT/QUALITY OF MATERIALS
Supporting slides well designed, to best practice standards, in that
visual impact is maximised.
Slide builds used, where appropriate to do so, and slide transititions
consistent
Consistent colour theme, text and font style across the session
materials
Supporting slides well designed, to best practice standards, in that
text is limited and no more than 5 lines of text per slide
Text font size conforms to best practice standards - minimum font
size 24pt body text and 36pt headings
Assessor Comments
1. Robert demonstrated an excellent understanding of the importance of visual
impact and keeping text to a minimum. Excellent range and quality of visuals
used throughout the session as can be seen from the examples below and within
the body of this report:

2. Consider making more use of ‘placeholder slide’ for questions posed in session.
This will help focus attention and remind learners of how they should be
responding.

Target Actual Devn
4 4 0
4 4 0
4 4 0
4 4 0
4 3 1
4 4 0
4 4 0
28 27 1
KPI 96%
Good use of intonation and minimal use of 'conversational tics'
TOTALS
Appropriate pace throughout the session with pauses used to give
reflection time where appropriate
Jargon explained and no 'inappropriate' language used
COMPETENCY 7 - VOCAL QUALITY/IMPACT
Ensure professional microphone technique, muting when necessary
but particularly during set up
Audio quality good with no 'pops, hisses or crackles'
Good clear voice with energy and enthusiasm at all times
Conversational, friendly tone with encouraging manner
Assessor Comments
1. Robert has a strong online voice, good tone and clarity with intonation effectively
used.
2. However particularly at session start, there was a little hesitation and few ‘ums’
and ‘ers’ creeping in – this may have understandably been session nerves but
certainly something to be aware of as is the potential overuse of the phrases
‘how about that’ and ‘look’.
Note – it is also important to avoid the use of the phrase ‘webinars’ if you are
really referencing an ‘online interactive learning event’ – as the two events, as
we discussed during the workshop, are quite different. Your session was an
‘interactive online event’

Target Actual Devn
4 3 1
4 4 0
4 3 1
4 4 0
2 0 2
2 2 0
2 0 2
4 4 0
26 20 6
KPI 77%
Provide a recap of the session content/learning objectives and seek
confirmation these were met
Offer to stay online for further questions or queries learners may
have
Ensure session does not exceed stated session duration by more
than 10-15% (i.e. Session advertised as 30 minutes should run no
longer than 35 mins)
Ensure that there are no further questions before calling the session
to a close
Explain clearly how learners should log out of the session
TOTALS
COMPETENCY 8 - CLOSING THE SESSION
Introduce exercise to monitor learning transfer (i.e. providing
reassurance learners have met the objectives of the session)
Hold a dedicated ‘Q & A’ session to pick up on any additional
questions, comments or queries
Provide details of suggestions for further learning and/or follow on
sessions as well as support options
Assessor Comments
1. As the session drew to a close, Robert introduced an excellent consolidation
exercise allowing attendees to pose questions of each other before Robert used
the same slide to ‘fire’ questions to the attendees and ask for annotation
response:
2. Poll reintroduced to monitor knowledge transfer.
3. Robert recapped on session content – dedicated slide:

4. Dedicated Q & A slide shown briefly on screen but this element was covered quite
quickly – for future sessions allow a few moments for reflection before moving
on.
5. Learners were reminded of Robert’s contact details should further help be needed
after the session, and details provided of the follow on session.
6. Robert thanked his learners for attending and provided verbal instruction as to
how learners should exit the session.

END OF REPORT

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