FLO Workshop Handbook

FLO Learning Outcomes

Learning Outcomes - Mini-sessions and General Activities

The following list identifies the intended learning outcomes for each set of activities (mini-sessions and general activities), and provides criteria that mini-session facilitators can use to assess learning.

Although formal mini-session assessment is not required, facilitators will be asked to reflect on learning when they complete the post mini-session FLIF survey. In addition, participants reflect on their learning and provide feedback to the mini-session facilitators.

Mini-Sessions

Intended learning outcomes for each mini session

Mini-session facilitators:
• Critically evaluate self-performance and learning

Mini-session participants:
• Provide constructive, growth-oriented feedback

Adult Learners Online

  • Identify instructional issues and potential solutions to help adults learn online
  • Articulate rationale for instructional choices (including tool selection)
  • Assess community-building elements and strategies in the design of online learning activities and courses

Suggested Assessment Criteria:

    • Identify key characteristics of online learning
    • Discuss the needs of online learners
    • Explore connections between needs of adult learners and the online learning environment

Course Review Task Force

  • Identify instructional issues and potential solutions to help adults learn online
  • Use appropriate strategies and tools to establish and maintain instructor presence, and support learning and community goals
  • Assess community-building elements and strategies in the design of online learning activities and courses

Suggested Assessment Criteria:

    • Interpret and list problems identified with the course design and instructor approach
    • Propose solutions to the instructional problems identified that draw on the course readings or other relevant resources

Choosing Your Tools

  • Use strategies and tools to establish and maintain instructor presence, and support learning and community goals
  • Use appropriate strategies to support diverse needs of adult learners online
  • Articulate rationale for instructional choices (including tool selection)
  • Assess community-building elements and strategies in the design of online learning activities and courses

Suggested Assessment Criteria:

    • Articulate strengths & challenges of various online collaboration tools
    • Discuss synchronous or asynchronous learning
    • Discuss privacy issues associated with use of cloud-based tools
    • Team in Trouble

Team in Trouble

  • Work effectively with groups online (including recognizing group dynamics, and identifying opportunities to prevent or manage group conflict)
  • Use strategies and tools to establish and maintain instructor presence, and support learning and community goals
  • Assess community-building elements and strategies in the design of online learning activities and courses
  • Use appropriate strategies to support diverse needs of adult learners online

Suggested Assessment Criteria:

    • Suggest support options for resolving or preventing team conflict going forward
    • Comment on the role of the instructor in managing team conflict
    • Suggest ways that teamwork and processes can be supported to accommodate team conflict when it arises
    • Identify strategies for working with diverse online communities (e.g., existing cohort and team cultures)
    • Propose solutions to conflict resolution in online teams

Facilitation Techniques & Strategies

  • Use strategies and tools to establish and maintain instructor presence, and support learning and community goals
  • Attend to “general housekeeping” of the online environment

Suggested Assessment Criteria:

    • Identify facilitation techniques used to engage learners and deepen learning
    • Explore the use of tools and techniques to improve facilitation

Assessing Participation 

  • Articulate rationale for instructional choices (including tool selection)
  • Identify instructional/design problems and propose solutions appropriate for adult online learners
  • Critically reflect on feedback and course experiences to self-evaluate work and learning

Suggested Assessment Criteria:

    • Critically reflect on the challenges and opportunities of assessing online participation
    • Develop and share an effective approach for assessing online participation (the what, and the why)

General Activities

Introductions Forum

  • Uses appropriate strategies to develop and support online community

Assessment Criteria:

    • Share personal or professional information to begin to build a sense of community
    • Responds to other introductions

"How do I..." Forum

  • Use strategies to support adult learners online
  • Attend to “general housekeeping” of the online environment

Assessment Criteria:

  • Teach other participants how to use tools to add or change the learning environment
  • Support peers as they learn a tool or perform a task

Online Community Building Forum

  • Assess community building elements and strategies in online activities and courses
  • Use appropriate strategies to support adult learners online

Assessment Criteria:

    • Reflect and discuss strategies for initially engaging learners in an online learning community

Looking Back / Looking Forward Activity

  • Critically reflect on feedback and course experiences to self-evaluate work and learning

Assessment Criteria:

    • Reflect and assess personal learning experiences as participant and facilitator
    • Propose changes to personal online facilitation and learning design