Facilitating Learning Online
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Adult Basic Education Association of British Columbia - annual conference Session description: The 5-week Facilitating Learning Online (FLO) workshop enables participants to learn and practice facilitation skills to support successful learning experiences. This session introduces the FLO model and offers you opportunities to examine the weekly themes and strategies involved. Come prepared to explore and share your thoughts on time management, feedback, self-assessment, reflective practice, group work, and team / community building; expect to leave with new ideas to enrich your practice.
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Facilitating Learning Online
- 1. CC – BY 4.0 International Sylvia Riessner @northerntweeter Sylvia Currie @currie ABEABC Conference – Harrison Hot Springs, BC April, 2016
- 2. Today’s Session • Why FLO • The FLOW of FLO • YOU and FLO Impromptu Networking 1 – 2 – 4 - all What, So What, Now What
- 3. Impromptu Networking • Who are you? • What do you do at work? • What do you hope to gain from today’s session? Write on index card
- 4. Why FLO? • Experiment • Experience • Connect • Practice • Develop • Observe • Deepen • Reflect • Synthesize • Apply • Plan Be in the students’ shoes
- 5. What do people say? It was the most helpful course I have had so far on facilitating online learning. It was the first time in my experiences, when the instructors modeled the facilitation techniques they were teaching! Thanks for that! I learned a great deal in 5 weeks. Sometimes you take interesting courses, but never actually use much of it afterwards. I will definitely be using what I learned in FLO. Thanks for this opportunity.
- 6. Companion Workshop - Facilitating Learning: Design Focus Focus module: Synchronous Focus module: Assessment Focus module: ???
- 9. 1 – 2 – 4+ - all 1.So What? Why is this topic important to me? What do I want/need to know about it? What is one BIG challenge? What, So What, Now What?
- 10. Assessment
- 11. Workload Management I will ______ by _____ .
- 12. Responsive Facilitation Brava! Thanks for being the first to dive in… That’s an interesting idea. I wonder… What might be another example?
- 13. 1 – 2 – 4+ - all 2. Now what? What do I …? Why do I…? How do I…? What, So What, Now What?
- 14. 1 – 2 – 4+ – all 4+ Now what? What do we recommend? Must Dos? Must Not Dos? What, So What, Now What?
- 15. 1 – 2 – 4 – all ALL.Now what? What is missing from the list? Which ideas will you develop further? What instructor actions are required for success? What supports might be needed? What, So What, Now What?
- 16. Impromptu Networking – part 2 • What do you hope to did you gain from today’s session? Check in with your partner!
- 17. See you in FLO? • proflearn.bccampus.ca T Thanks for participating! Hope to see you online!
Editor's Notes
- SR and I have been working together for the past 2 ½ yrs on this FLO project 5 week online workshop for faculty to build knowledge and skills in facilitating online Determined to make it the best online workshop ever, well on our way Same time we keep learning and improving, and this brings us to why you’re here.
- Shoe CC-BY-SA Wiennat Mongkulmann https://flic.kr/p/4ori11 Small class sizes Get acquainted with faculty from other departments and institutions Experiment with a variety of learning-facilitation techniques and strategies Give and receive constructive feedback (peer and one-on-one) Work in online teams Be in the students' shoes (IMPORTANT!) Practice and develop your online facilitation skills with other new and experienced online facilitators Deepen your learning as you synthesize your observations, reading and online activities Reflect on, and plan how to apply, what you have learned to other courses and contexts.
- Since 2013 FLO has been offered 11 times, resulting in 80+ graduates, and representing 18 institutions throughout British Columbia. Of these FLO grads, 25 have gone on to complete the FDO workshop in preparation to facilitate FLO.
- Foundational workshops Design workshop in the development stage
- In FLO we experience many types of assessment - self, peer, instructor, public, private, formative A rubric outlines participation expectations and guides self assessment of participation All participants are responsible for giving feedback to their peers on their facilitation Each participant keeps a private journal (or public if they choose), and shares a nugget from their journal each week The FLO facilitators give private feedback to individuals after their facilitation experience Badges are awarded throughout the workshop as selected activities are completed What is the SO WHAT for you?
- Changing Priorities ahead: Peter Reed CC-BY https://flic.kr/p/debvm A running theme in FLO is workload management – both for the facilitator and for the student, and as a way to model good practices for students. This means being intentional about: what you are able to do, and how to create a good balance how to manage your time Inventory commitments Identify priorities Evaluate the effectiveness of a work management plan What is the SO WHAT for you?
- In FLO a week is dedicated to the topic of responsive facilitation We explore ideas around teaching presence – what is appropriate and realistic Also facilitation responses to support students and to encourage better learning How do you ask good questions? Examine the role of the facilitator in the learning community, and what is an optimal level of engagement What do you do if students aren’t actively participating? When do you step in to advance or redirect dialogue? What is the best way to give feedback, or help students to synthesize and summarize what they learned? What is the SO WHAT for you?
- Any surprises? Disappointments? Next steps to share?