Programme for the day

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Programme for the day

• Objectives and project update
• Online facilitation skills
• Tea Break
• Collaborative planning session
• Milestones 2004 The big picture

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Workshop objectives

• To facilitate skillfully in an online learning
  environment
• To monitor actively the students progress in an
  online learning environment
• To refine the crafted project tasks
  collaboratively
• To strategise and implement the crafted project
  tasks collaboratively

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Project Update

• The milestones achieved in 2003
• February Needs analysis
• March 22 Project launch
• May, June Workshop (Student-centred learning in
  an online environment)
• June - October Project crafting
• November 22 Workshop (Online facilitation cum
  planning)

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Online Facilitation
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What is online facilitation?

• Online refers to an environment without face to
  face interaction facilitation refers to
  making it possible
• Assumptions
• Teaching does not have to take place in the
  physical classroom
• Facilitator has to be clear about the learning
  goals and outcomes

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What is online facilitation?

• Assumptions (continued)
• Does not require you to provide information but
  it requires you to ask questions
• Active learners who are able to learn
  independently and collaboratively
• Communication interaction take place through
  written form

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Why online facilitation?

• To form learning communities
• To allow learning to take place at different pace
• To collaborate with peers from other schools
• To involve educators and experts from different
  locations

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How do we facilitate in the online environment?

• Need to be familiar with the online environment
• Set ground rules to create a conducive
  environment
• Establish routines and schedules
• Respond to students swiftly
• Provide guidance along the way

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What are the benefits of online collaboration?

• Students become more active in their learning
• Students take ownership of their ideas
• Students become more accountable and responsible
• Students are less inhibited to express themselves
• Students learn to express and develop their
  thoughts in written form

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What are the benefits of online facilitation?

• Increased interaction and communication among
  students and teachers
• Interactions outside formal classroom
• Versatility in managing different learning
  environments
• Better understanding/documentation of learning
  processes

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What are the obstacles?

• Lack of appropriate technology
• Lack of motivation of facilitators and
  participants
• Lack of commitment
• Delayed responses
• Lack of monitoring, guidance and direction
• Feeling uncomfortable about working in an online
  environment
• Poor time management

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How to overcome the obstacles?

• Set milestones of progress
• Make adjustments

• Implement your ideas
• Be bold to learn teach in an online environment

• Stay online not offline
• Remind students to take on roles
• Reflect on your role as facilitator / mentor

• Students contributions
• Students needs

• Teach just-in-time skills
• Other timely interventions

IMPLEMENT
PLAN
ANALYSE
INTERVENE
CHECK
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What roles do teachers play?
Aim To help students build up ideas, share
learn from each other, understand different
points of views

• Supervising Teacher
• Observe participation
• Understand students fears, stress, frustrations
  and JOYS in the online environment
• Schedule online time

• Online Facilitator
• Craft questions clearly
• Respond promptly
• Manage students questions
• Be sensitive to group dynamics
• Manage the information in the online learning
  environment

• Resource Teacher
• Teach Just-in-time skills
• Give guidance in project content

Scenario
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OBSERVE PARTICIPATION
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OBSERVE PARTICIPATION
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Online time
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Online time
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Scenario 1

• Your students parents complain that the online
  collaborative project is taking up too much of
  their childrens time, especially when their
  children spend long hours logging into KC from
  home. They think that the project is affecting
  their childrens school work and they want their
  children to withdraw from the project.
• What are you going to do in such a situation ?

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Scenario 2

• You have 7 small groups in your class, with 3
  project topics (lets call these Projects X, Y
  and Z) for them to choose from. 3 small groups
  opted for project X, 4 small groups opted for
  project Y. None opted for Project Z, which you
  have crafted.
• What do you do in such a situation ?

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Scenario 3

• As you facilitate the online discussion, you
  observe that some of your students use
• (1) short forms in typing their responses in the
  discussion board, like 'u' instead of 'you'
• (2) impolite words in the discussion board and
• (3) improper words in the discussion board.
• What do you do?

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Scenario 4

• Your students request for a budget to create
  their final product for their project. They tell
  you that they will need about 100 for their
  project.
• How will you handle this request ?

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Planning Session
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Collaborative Project Planning

• Appoint a reporter, facilitator, inquirer and
  time keeper within your project groups
• Revisit the project (30 mins)
• - Log on to KC (facilitator)
• - Tidy up the template (reporter)
• Clarify ideas (Inquirer)
• Manage time (time keeper)
• - Submit the crafted task to the project file
  (facilitator)

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Collaborative Project Planning

• Craft Pupils project task (30 mins)
• Discuss the components for students project task
• Write the scenario, specify the product and the
  requirements for students tasks
• Submit first draft to the project file

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Milestones for 2004

• Implementation roadmap
• (January June 2004)
• Student group formation
• Student training (January 2004)
• Roles of supervising teacher, resource teacher
  (February - June 2004)
• Product (e.g., webpage, poster, proposal)
• Project face-to-face meeting for students (March
  vacation)
• Project Presentation Day (end of June 2004)