End of Part 1 - Facilitating Online Learning

The course began with an overview of concepts discussed in the first class for this certificate program.  We submitted a initial blog.  Technical difficulties prevented us from submitting an audio blog in Blackboard collaborate.  The concept of facilitation was explained and we found out that in this course unlike the last course, we would be facilitating.  Facilitation includes keeping up with discussion posts and responding when necessary as well as facilitating a synchronous session using Blackboard collaborate.  It is a dual role because the facilitator must also complete the course work as a student.


The discussion for Lesson 1 asked: When you consider teaching online vs. teaching in traditional, face-to-face classes, what do you see as the similarities and differences? Based on the readings for this unit and your experience from the first Certificate course, what, if any, differences do you think exist in the competencies/skills required for online teaching vs face-to-face?

My answer: One important difference between the two methods is the limited ability to recognize tone when corresponding via the internet.  In person, you have the assistance of facial expressions, volume, body language, etc.  Online instruction forces you to sharpen your senses when communicating with students.  In face to face instruction, an instructor can see if a student isn't feeling well or doesn't seem like themselves.  This can be achieved online once the instructor has gotten to know the communication styles of each student in their class. 

Another difference is the use of asynchronous instruction in online teaching.  Students are given a deadline to respond to discussions or submit assignments.  Everyone does not have to be in the same location at the same time to benefit from the class.  Interactions are delayed.  Instructors have to be constantly available to meet the needs of students throughout the week.

The second learning module of the course went deeper into facilitation practices and expectations.  I enjoyed the article Speaking in Voices: Effective Techniques for Keeping Web Discussions Running Smoothly.  The article gave great insight into how facilitators can enhance the quality of online discussions. This week also emphasized the importance of creating a thriving online learning community.

In the third learning module, we discussed the ever changing roles of instructors and the competencies needed to facilitate.  The articles went in depth giving examples of how to navigate online facilitation by staying current and keeping abreast of changes in the online enviornment.

One discussion question for this week asked students to find an active link to a website that offers faculty support for online instructors.  Here is the text from my discussion post:

The site I chose is a blog from The Spark, the official blog for Harvard University's Extension School.  I think the site offers realistic suggestions for beginning online students.  It is also a current blog that is updated frequently so information is not outdated.  The posts show different points of view and demonstrates a understanding that every online student is different and has different needs.

To view the link above, please press ctrl and click the word site or go to http://harvardextension.wordpress.com/2012/05/02/3-tips-for-online-students/

Stay tuned for the end of Part 2...

End of Part 2 - Facilitating Online Teaching

The second part of Facilitating Online Learning has taught me numerous new concepts including: the pedagogical role, alternatives to online lectures, how to start an online newspaper, implementing social media into online lectures, interesting ice breakers, methods for managing a course, tips for gathering helpful resources, navigating the managerial role and finally understanding the technical role.  

The pedagogical role is different in online instruction, however the intended outcome is the same. In both online and on ground instruction, the overall goal is for students to retain and apply pertinent information long after the class has ended.  Long online lectures have been found ineffective because it requires students to read several pages of text on their computers.  Some alternatives to long online lectures are: audio and video lectures (my personal favorite), text books, web articles, and chat to name a few. 

Social media continues to play an important role in the online facilitating process.  Students and instructors can follow trending topics, exchange ideas, give feedback at conferences, and provide resources for other students and instructors in class.  Social media has the breadth to reach a large number of people interested in the same topic.  Using social media as an instructor will allow me to stay up to date on information that will interest my students and continue to educate me.  The ice breaker lecture that followed social media was very interesting to me.  The ice breaker I selected for the assignment was to have my students go to www.Walmart.com and select five items that best describes them and to explain why they chose that item.  I found this icebreaker because one of my classmates posted a weblink to a site that listed several ice breaker activities.  This is a great example of how peers can help each other through the discussion board and sharing information.  I think my icebreaker will be very interesting when I have the opportunity to implement it.

We also learned how important online instructors are as managers.  Much of the managing takes place before the course begins.  By ensuring the syllabus is updated and correct, assignments and calendars have the right information and the links are working we are working to ensure there is less confusion when our class begins.  During my first facilitation our group discussed asynchronous discussions when the classmates are in different time zones.  The suggestion was made that the instructor can set discussion times to accommodate both time zones and students can select when they want to participate.  Part of the managerial process when teaching in different time zones is to let students know when assignments, discussion posts, etc. are due by including the time zone in the due date.  Finally, we talked about the technology involved in online instruction.  Since facilitating involves operating a course that has been pre-designed it requires a different technical skill set than instructors who have to build a course from scratch.  As I researched CMS (course management systems) online, I found that there are several dozen to chose from.  Although the University selects which CMS to use, I found a helpful link that allows instructors and students to compare up to ten CMS at a time.  CMS comparison on this site allows new and experienced instructors to see what other CMS has to offer in case the University they teach at makes a change.  In addition to understanding what CMS are available, we must be able to troubleshoot problems that occur within the site.  We are expected to have a basic knowledge of the course management system.  If we do not show interest in the functionality of our course, student morale will be low.  Networking with peers who teach online can be helpful because they may be able to share information that your IT department doesn't.

Overall, the information I'm learning in the course through the learning modules and peer links is invaluable.  Since I have never taught online, I think it would be nice if there was an opportunity for students to log in to a training account to set up classes as a real life facilitator would.  Stay tuned for the next step in my journey...