Instructional Skills Workshop Online-Feb2014-OER
Topic outline
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Welcome to the ISWO!
Your facilitation team includes:
- [emma and...]
- You!
- All other ISWO participants!
[Note: This image is an example of a course map you could use for an ISWO]
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[Note: Create your own survey if you are facilitating this course, using a survey tool of your choice]
Have you completed the PRE workshop survey? Do that now! The purpose of this survey is to gather information to help the facilitators prepare for weeks ahead of us.
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[Note: Create your own survey if you are facilitating this course, using a survey tool of your choice]
Have you completed the POST workshop survey? Do that now! The purpose of this survey is to gather information to help the facilitators prepare for future ISWO's and to develop their own facilitation skills further.
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This is the space we will use for most of our scheduled sessions. Individuals and project teams are also welcome to use the room.
All participants have "moderator" access, which means you have access to all the controls. Be mindful of that when in a group session; your actions (such as advancing slides) will affect what everyone sees!
If you are new to Blackboard Collaborate, visit this support page to make you have all the system requirements.
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Have you come across vocabulary that is new to you? Do you have a definition that will clarify words and phrases we come across in our profession? Add them here to help all current and future ISWO participants.
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Please complete the FLIF, (Feel, Like, Improve, Feedback), form by Sunday night (or Monday morning
) after the week you facilitate your mini-session.Tip: After adding content to the form, always scroll down to click the "next" button on the bottom before closing your browser or going for lunch. YOU decide when it's finished ("submit all and finish" button)
Note: if you worked with a partner you each submit your own form.
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Please select your availability for the session on this survey. The session will be archived and viewable if you are unable to attend.
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Please choose all of your available date/times for a one-hour live Collaborate session on Tuesday or Wednesday of Week 1
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Building Community
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- Build and sustain online community
Reflect and Self-Assess
- Notice what the ISWO facilitators and your colleagues did this week to develop the learning community. What worked for you (e.g., features of the course itself, activities, timing, certain moments or postings)? What could have been done differently?
What is community? Why/how is it important to learning? How is community created and maintained?
We begin by exploring how building community sets the stage for success in online learning. We will use your introductions as a means of learning about each other and starting to build our online community.
We will see where energy and leadership emerge within our community as we construct a video about community, together. And, we will examine the factors that support and sustain online learning communities.
We will lay the groundwork for ongoing reflective practice by establishing a learning journal. Your journal will serve as a record of your discoveries, ideas, strategies, and future plans for online facilitation.
Finally, the stage will be set this week for the learning activities you will be facilitating and participating in during the remainder of the course. This activity is introduced in this unit so you get a clear picture of what is coming and will have time to prepare for your mini-facilitation session and for your role as a participant in the the various learning activities.
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Thank you for responding to the poll! Miss the session? Here is the recording.
We are meeting on Friday, February 14 at 10:00 PST in Blackboard Collaborate. Choose times that fit your schedule. This poll was created using Doodle. It is a simple and efficient tool for scheduling meetings with groups of people.
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Adult Learning Online
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Learning Themes
Apply relevant principles and theory to support adult learners online
- Identify instructional/design problems and propose solutions appropriate for adult online learners
Manage the online course environment
Adult learners often have similar desires: courses that are challenging, collaborative, and constructivist; and learning activities that are relevant, applicable, and meaningful.
Yet the strategies and processes they prefer to use for learning may differ from individual to individual.
In this unit you'll explore some key ideas that apply to our work with adult learners online, including what is often referred to as "learning styles" and "adult learning" theory.
The least important thing is becoming an expert on any of these theories. The most important thing is understanding the main IDEAS, and being able to USE them as tools/supports for your thinking and problem solving when you are making instructional designs and decisions.
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Learning Themes
Build & sustain online community
- Recognize and assess community-building elements and strategies in the design of online learning activities and courses
- Use appropriate strategies to support diverse communities of online adult learners
Manage the online course environment
- Use appropriate strategies and tools to establish and maintain instructor presence, and support learning and community goals
- Articulate rationale for instructional choices (including tool selection)
While ISWO is about facilitating online rather than about designing and developing courses, sometimes instructors hired to teach an existing course want to ‘spruce it up’ a bit. That might mean just updating a few readings or adding a video resource. But it might also mean using a new tool for an activity or even creating a new learning activity.
When selecting the right tool or mode for a part of the course a couple of things are important:
- Knowing about a range of tools gives an instructor a larger toolbox from which to select
- Thinking hard about the purpose and desired outcomes will drive the selection of tools
- It is okay to get creative and playful
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Facilitating Online Teams
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Learning Themes
Build & sustain online community
- Recognize and assess community-building elements and strategies in the design of online learning activities and courses
- Use appropriate strategies to support diverse communities of online adult learners
Manage the online course environment
- Use appropriate strategies and tools to establish and maintain instructor presence, and support learning and community goals
- Articulate rationale for instructional choices (including tool selection) Attend to “general housekeeping” of the online environment
- Work effectively with groups online (including recognizing group dynamics, and identifying opportunities to prevent or manage group conflict)
Overview
Team learning and group dynamics is so vitally important that an entire week has been devoted to its exploration.
Collaborative learning, especially in teams, has the potential to greatly enrich the learning experience. The richness and success of team learning hinges on group dynamics.
You will reflect on and discuss group dynamics with your co-participants as well as study and discuss typical team issues and group development patterns. You will discuss preventive and intervention strategies that online facilitators can employ to foster constructive and productive online groups.
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Looking Back, Looking Forward
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Learning Themes
Discuss how to apply effective time management techniques to online facilitation
Apply relevant principles and theory to support adult learners online
- Engage in reflective practice and plan to do one new time-management activity to prevent online facilitation burnout.
- Discuss how to facilitate online learning efficiently
- Help others engage in reflective practice
Use feedback and assessment strategies appropriately
- Provide constructive feedback to your peers
- Critically reflect on feedback and course experiences to evaluate own work and learning
Overview
In this final unit, we'll be looking back and looking forward, revisiting key topics and themes with some experience behind us, and a mind to the future and applying what we've learned.
This includes:
- considering the topic and engaging in reflective practice - what that looks like, what tools we might use to be reflective practitioners
- re-visiting some key themes of the course from our (now) more informed and experienced perspective: facilitation strategies, online presence, and online participation
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Learning Themes