Below are some personal learnings from my ongoing online facilitation work with mentors, coaches, school and system leaders. I share these as food for thought as we collectively seek to provide authentic learning for all educators in a variety of formats.
Done with One and Done
Over the past several years I’ve moved away from the “one and done” learning experience. Instead we structure a community of practice approach via a multi-session learning series. Sometimes the learning is bookended by face-to-face sessions at the start and end. With either approach, the online sharing is so much deeper and authentic when trust and community are built over a sustained period of time.
Slowing Down
In my own experience as a learner, 1½ hours online can feel like 4 hours in real life. So channelling the work of Lois Brown Easton I try to slow down the pace for participants focusing on knowledge construction of a few key ideas rather than knowledge consumption of many.
Using text (well usually glideshows) as the expert and third point provides opportunities for participants to choose which areas of interest they’d like to explore as opposed to watching me clicking through slides. Usually, we’ll go into small break out rooms to discuss reflections / connections / intersections between what we’ve read and then consolidate our learnings in the larger group. As a facilitator I often join the breakout rooms and really value how they help build connection and community between participants.
Now | Next | And
This approach for me really aligns with being intellectually humble. Remembering that our learning sessions, whether they be in-person or online, are simply provocations. The real work happens every day in our classrooms, schools and districts. So again, the importance of providing embedded time for participants to think together about how the ideas and approaches shared can be applied in their context.
Below is one approach I use to elicit input and direction for future learning. The conversations and ideas provided (usually via a google form) are incredibly helpful as the following session is directly responsive to the areas participants identify. Also the “And” responses really give you a personal sense of the people you’re working with and learning from.
Gestures of Support
Being open to ongoing communication and individual questions between sessions can help make online learning feel more like an ongoing process rather than a discrete event. Also having a place where participants can access resources asynchronously (e.g., Adobe Express Glideshow, Shared Google Drive Folder) is what I call a “gesture of support.” Sometimes these gestures can be more important than the support itself.
Everyone has experienced “tech issues” in the online learning world with students and adults. We know learning is messy so modelling patience, humour and gentleness is the 50% of the equation we can influence. Knowing our learners and being responsive to their needs (just as we strive to be with our students) can make online learning experiences feel human.
___________________
Facilitating Learning in Groups
___________________