Facilitation

Questioning Skills

Discussions can be promoted by skillful, use of silence, idea summarization, questioning, and praise. Often summarizing what's been said and asking an open ended question is all it takes to expand the discussion. Avoid asking questions that can be answered with a simple yes or no. The key is to ask a question that prompt students to think more deeply. Jaime McKenzie's Questioning Toolkit http://www.fno.org/nov97/toolkit.html is an excellent resource for those who wish to deepen their questioning skills.

Kindling the Conversation

By modeling and encouraging critical questioning in course discussion you fan the flame of dialog. By encouraging learners when they make thoughtful posts you teach them to carry the conversation to deeper levels. A facilitator must watch for students who respond in depth. This is the time for just a dash of public praise. Behind the scenes, privately email the learner explaining why you appreciate their work in the discussion area. You want to empower these participants to become co-facilitators. You want a dialog among peers, the opposite of the top down lecture format.

Top

Watch for Stranded Posts

If a learner has made a thoughtful post that isn't getting a strong response, use wait time to give the group a chance to respond. If it becomes necessary step in with your own response, don't say it all. Leave room for your students to respond.

Top

Seek Answers from the Collaborative Brain

The facilitator should usually avoid privately answering procedural or knowledge questions. Sometimes students will email you privately asking for individual direction. When feasible share answers with the entire class. Repeated questions on the same topic are valuable formative feedback. Change your directions to make things clearer for your students.

You don't want to be the one and only source for information. If you assume this kind of power position in the online environment it will work against an egalitarian, learner-centered atmosphere.You will also work yourself ragged if you assume the responsibility for answering all the questions your class might have. Instead, establish that it is a community responsibility to both ask and answer questions. It can build the community to admit you don't know an answer and ask the group for help.

When you do offer a direct answer, avoid the inclination to answer quickly. Use wait time to see if the ‘collaborative brain' of the class can solve a problem, supply a resource, or generate creative alternatives and suggestions. By encouraging this kind of active contribution, the facilitator sets the expectations for a democratic community.

Of course some questions demand a quick reply. If the answer isn't clearly available in the course materials, if the student is in personal crisis, or you're actively coaching a reluctant participant be timely in your correspondence.

Top

Your Role in the Online Classroom

Be a facilitator, not a lecturer, not a professor, not a boss. This approach is summed up in the saying, Be the guide on the side, not the sage on the stage. My belief in constructivist online design is based on experience and research. I've facilitated two dozen different online classes, and designed seven original graduate professional development online courses. In my experience, a respectful learner-centered community is essential for successful online professional development. Additionally the research presented in the Capstone Report has deepened my understanding that learner centered environments are a matter of conscious design.

Top

Sounds of Silence

An online facilitator can't see the facial expressions or read the body language of their students. We can't hear a worried or confused inflection in simple statements. An online teacher must listen between the lines of student writing and remain empathetic as a student learns to communicate.

Most of my online students have been teachers. Many are taking their first online class. For many, it will be their first, constructivist based learning experience. First time online learners must understand that participation is their only means of ‘presence'.

Top

Direct Instruction of Passive Students

Some new online learners are very 'quiet' and must be taught directly to participate. These passive students could be characterized as follows:

• They are uncomfortable with a constructivist approach.
• They aren't used to managing their own learning time.
• They want to be told what to do directly by a “Teacher”.
• They avoid responsibility for their own learning. They don't ask questions.
• They don't respond to email.
• They don't post their assignments, or say very little more than 'I agree'.

This kind passive ‘silence' is a red flag that demands direct, private intervention. You want to avoid any public embarrassment, by working behind the scenes to encourage participation.

Touching Base

If a student is silent, late with work, or simply hasn't been active for three or four days, I'll write a short note entitled: Touching Base.

“How's it going? I've noticed you haven't spoken to the group for a few days. Is there anything I can do to help?”

Often this simple touch is enough get the learner in gear.

Some have responded to say that all is fine, they are reading everything and learning a lot. They don't understand that silence in an online classroom blinds the facilitator, and isolates the learner from the group. At this point, it is crucial that you explain clearly the expectations and requirements for participation. Keep a polite tone, but be very clear. What seems so obvious to the experienced online instructor, isn't apparent to the novice online learner. This is the right time for direct instruction.

When confronted with the student who cannot self-regulate, the facilitator must take action. Consider the following tactics:

• Provide links to course performance expectations.
• Explain your participation grading policy.
• Explaining what they needs to be done, when it needs to be done, and the consequences for inaction.
• End by asking for some positive act on the learner's part.
  • Ask the learner to summarize their understanding of your expectations.
  • Ask the learner to respond to several learners in the public discussion and when they do, offer public praise.

Top