What Makes a Successful Online Facilitator?

From: http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp


The facilitator plays a vital role in developing and maintaining an online program that is effective, smooth, and that will support the realization of the planned learning outcomes. Faculty delivering courses online must be more than transmitters of knowledge; they must become facilitators of learning. Some highly seasoned instructors from the traditional on-ground environment will easily adapt to the online model, while others may find the transition challenging at first. The facilitator in the online environment must possess a unique set of tools to perform effectively. Reflect on your teaching style to see where you might find room for improvement.

Some of the basic criteria for a person to be successful as an online facilitator are:

1. Facilitators in the online arena are generally considered to be ‘clinical’. That is, they have a broad base of life experiences in addition to academic credentials.

The online model is an applied learning model and it requires facilitators that know what the real world is about. Experience is a good supplemental teacher and builds a level of understanding with the issues. Online facilitators are required to be active and experienced in real world applications of their subject matter and to have a solid grasp of the issues being taught. Current knowledge of practices within the subject matter being taught is expected to be a key part in providing a usable education.

2. The personality of the facilitator should demonstrate the characteristics of openness, concern, flexibility, and sincerity.

An online instructor must be able to compensate for the lack of physical presence in the virtual classroom by creating a supportive environment where all students feel comfortable participating and especially where students know that their instructor is accessible. Failure to do this can alienate the class both from each other and from the instructor and would make a very weak learning environment. Online students are as busy, or busier than anyone else in today’s hurried world is. The students are the customers and are expecting to be treated as such. Being sensitive, open and flexible is not an option, it is a requirement.


3. A successful online facilitator should feel comfortable communicating in writing.

The face-to-face contact traditionally available in a classroom setting is gone in the online learning process. The ability to verbally communicate is replaced with a keyboard. The communication is intense and demanding. The faculty person must feel good about communicating in writing because that is a base element in the process.


4. The person should be able to accept the value of facilitated learning as equal to the traditional model.

If a teacher feels the only way a true learning process can take place is through the traditional means of educating in a classroom, the person is generally not right for the online paradigm. Both an accelerated learning model and the online process depend on facilitative techniques for their success. You cannot duplicate the on-ground classroom in the online paradigm. The person leading a successful online class will be a proponent of facilitative learning.


5. The person should be able to subscribe to the value of introducing critical thinking into the learning process.

This is a given in the online learning process. The process is designed to facilitate the easy assimilation of theory into concept and application. Students are expecting to receive knowledge and abilities that are usable today. What is learned today can be taken to the work place today. This requires the ability to think critically. There are a plethora of options available to the properly trained facilitator for accomplishing this.


6. They should have the appropriate credentials to teach the subject matter.

Appropriate credentials are a combination of many factors including academic preparation, a current and substantial experience base in the areas being taught, and the desire to be part of the process of imparting knowledge. The faculty member then needs to be trained and/or experienced in the particular learning model to be used.


7. They should be experienced and well trained in online learning experience.

Knowledge of the use of the tools used in facilitating online programs, the appropriate methods used in communicating with online students, the ability to control the flow of work in the virtual classroom, and how to prepare a course for presentation in the online environment are just a few of the expectations placed on a facilitator. The faculty member must feel comfortable with these methods and the technologies needed to implement them, and this can be gained through exposure to training in online instruction.


What should participants of the online learning experience expect from the facilitator?

1. The students should expect that the facilitator would create a learning environment that utilizes life, work, and educational experiences as key elements in the learning process in order to make it meaningful.

2. The facilitator should be able to present the curriculum in a manner that allows the student to easily translate theories into applications.

3. The students should be given the proper tools to transcribe theory into practice.

4. Every student should be given every opportunity to improve until the learning experience comes to an end.

5. Reasonable accommodations for the students' needs and desires should be made.
6. The facilitator should solicit feedback from the students and listen throughout the entire process.

7. The facilitator should be concerned about the students' success.

8. The facilitator should keep students aware of where they stand with respect to the course evaluation process on a regular basis (i.e. weekly updates of what has been turned in and what is missing).

9. The facilitator should give the student timely and quality feedback on student contributions to discussion, homework, and quizzes.

10. The student should expect little or no lecturing. Lecturing yields marginal results in the online environment.

11. The student should not be subjected to tests requiring memorization. Case analysis would be more appropriate.

12. The student should be treated politely and with respect.

13. The facilitator should be online everyday (at a minimum 5 of 7 days).

Figure in Regression

My thanks to Jodeen for the following tip:

I have found that when people (not just students) are learning new skills, they will master one level, but when required to add a new skill, they usually slip a bit on the mastered skill while adding the new skill. Expect this and bare with it. In time people master multiple skills simultaneously. I also let students know that I am not surprised when one thing slips as they learn a new thing, and that I have come to think of it as normal. I also "figure in regression" while I am grading. I think this helps students trust me to be fair with them while they learn difficult things.

Schedule Breaks

My thanks to Jodeen for the following tip:

In class, after introducing a new technique or concept that challenges the students to go beyond their skill level, I like to schedule "breaks." This usually turns out to be a class period when I try to schedule about three different activities that are fun and don't require heavy concentration. Some of the activities include:

1. showing a film that pertains to something we've been studying (even if it "remotely" pertains)

2. using icebreaker games, and if applicable, regrouping students for the game so that they interact with people they don't usually group with

3. playing other games that I have invented that pertain to our lessons but don't require assessment

4. reading aloud to the class

5. having the class free write on a topic we don't usually study--a current event, perhaps, or something funny--and then having a large discussion

6. drawing, or inventing cartoons that visually demonstrate a concept we've been learning about

I also try to schedule break times after they have just handed in a major assignment or project that they've been working hard on. Scheduling breaks gives all of us a bit of downtime.

M.U.R.D.E.R. -- A Study System

From: http://www.studygs.net/murder.htm

"Study is nothing else but a possession of the mind" -- Thomas Hobbes


Mood:
Set a positive mood for yourself to study in.
Select the appropriate time, environment, and attitude

Understand:
Mark any information you don't understand in a particular unit;
Keep a focus on one unit or a manageable group of exercises

Recall:
After studying the unit,
stop and put what you have learned into your own words

Digest:
Go back to what you did not understand and reconsider the information;
Contact external expert sources (e.g., other books or an instructor) if you still cannot understand it

Expand:
In this step, ask three kinds of questions concerning the studied material:
If I could speak to the author, what questions would I ask or what criticism would I offer?
How could I apply this material to what I am interested in?
How could I make this information interesting and understandable to other students?

Review:
Go over the material you've covered,
Review what strategies helped you understand and/or retain information in the past and apply these to your current studies

Adapted from Hayes, John R., The Complete Problem Solver, Lawrence Erlbaum Publishers, Hillsdale, NJ: 1989. ISBN: 0805803092

Concentration

From: http://www.studygs.net/concen.htm

Concentration: the ability to direct your thinking

The art or practice of concentration,
no matter if studying biology or playing pool,
is to focus on the task at hand and eliminate distraction

We all have the ability to concentrate -- sometimes. Think of the times when you were "lost" in something you enjoy: a sport, playing music, a good game, a movie. Total concentration.

But at other times,

Your mind wanders from one thing to another
Your worries distract you
Outside distractions take you away before you know it
The material is boring, difficult, and/or not interesting to you.
See the Flash distraction (needs high speed connection)

These tips may help: They involve

What you can control in your studies
Best practices
What you can control in your studies:

"Here I study"
Get a dedicated space, chair, table, lighting and environment
Avoid your cellphone or telephone
Put up a sign to avoid being disturbed or interrupted
If you like music in the background, OK, but don't let it be a distraction. (Research on productivity with music versus without music is inconclusive)

Stick to a routine, efficient study schedule
Accommodate your day/nighttime energy levels
See our Guide on Setting goals and making a scheduling

Focus
Before you begin studying, take a few minutes to summarize a few objectives, gather what you will need, and think of a general strategy of accomplishment

Incentives
Create an incentive if necessary for successfully completing a task,
such as calling a friend, a food treat, a walk, etc.
For special projects such as term papers, design projects, long book reviews, set up a special incentive

Change topics
Changing the subject you study every one to two hours for variety

Vary your study activities
Alternate reading with more active learning exercises
If you have a lot of reading, try the SQ3R method
Ask yourself how you could increase your activity level while studying? Perhaps a group will be best? Creating study questions?
Ask your teacher for alternative strategies for learning. The more active your learning, the better.

Take regular, scheduled breaks that fit you
Do something different from what you've been doing (e.g., walk around if you've been sitting), and in a different area

Rewards
Give yourself a reward when you've completed a task
Best Practices:

You should notice improvement in a few days
But like any practice, there will be ups, levels, and downs:

It will benefit other activities you do!

Be here now Worry time Tally Card Energy level Visualize

Be Here Now
This deceptively simple strategy is probably the most effective.

When you notice your thoughts wandering astray, say to yourself

"Be here now"

and gently bring your attention back to where you want it.

For example:
You're studying and your attention strays to all the other homework you have, to a date, to the fact that you're hungry. Say to yourself

"Be here now"

Focus back on subject with questions, summarizing, outlining, mapping, etc. and maintain your attention there as long as possible.

When it wanders again, repeat

"Be here now"

and gently bring your attention back, and continue this practise, repeatedly. It will work!

Do not try to keep particular thoughts out of your mind. For example, as you sit there, close your eyes and think about anything you want to for the next three minutes except cookies. Try not to think about cookies...When you try not to think about something, it keeps coming back. ("I'm not going to think about cookies. I'm not going to think about cookies.")

You might do this hundreds of times a week. Gradually, you'll find that the period of time between your straying thoughts gets a little longer every few days. So be patient and keep at it. You'll see some improvement!

Do not constantly judge your progress. Take it easy on yourself. Good practice is enough to say that you did it, and that you are on the road. The mind is always different and the practice unfolds over time with many ups and downs.

Worry or Think Time
Research has proven that people who use a worry time find themselves worrying 35 percent less of the time within four weeks.

Set aside a specific time each day to think about
the things that keep entering your mind and interfering with your concentration.

When you become aware of a distracting thought,
remind yourself that you have a special time to think about them,

Let the thought go,
perhaps with "Be here now,"

Keep your appointment
to worry or think about those distracting issues

For example, set 4:30 to 5 p.m. as your worry/think time. When your mind is side-tracked into worrying during the day, remind yourself that you have a special time for worrying. Then, let the thought go for the present, and return your focus to your immediate activity.

Tallying your mental wanderings

Have a 3 x 5 inch card handy. Draw two lines dividing the card into three sections. Label them "morning," "afternoon," and "evening."

Each time your mind wanders, make a tally in the appropriate section. Keep a card for each day. As your skills build, you'll see the number of tallies decrease

Maximize your energy level

When is your energy level at its highest? When are your low energy times?
Study your most difficult courses at your high energy times. Sharpest early in the evening? Study your most difficult course then. Later in the evening? Work on your easier courses or the ones you enjoy the most.

Most students put off the tough studies until later in the evening when they become tired, and it is more difficult to concentrate. Reverse that. Study hard subjects at peak energy times; easier ones later. This alone can help to improve your concentration

Visualize

As an exercise before you begin studying, think of those times when concentration is not a problem for you--no matter what situation. Now try to feel or image yourself in that situation. Recapture that experience immediately before your studies by placing yourself in that moment.. Repeat before each study session.

Portions adapted with permission from
Help Yourself. http://www.k-state.edu/counseling/concentr.html University Counseling Services, Kansas State University.

"Be here now" corresponds to Bhuddist insight strategy

See also J. R. Hayes, The Complete Problem Solver. Franklin Institute Press, 1981

How to Keep Your Students Thinking

From: http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1995/TC_Spring_1995_Students_Thinking.htm

These thoughts on how to keep even large numbers of students actively engaged during lectures are adapted from Ellen Sarkisian's Participatory Lectures, from the Derek Bok Center for Teaching and Learning, Harvard Univ., 1992.

When students engage actively with material, they generally understand it better and remember it longer. Student participation often results in covering less material during a semester. Yet it also can mean that students learn more information than when the material is simply "covered" because they actively use it and have more chances to clear up confusion. Large numbers of students in class do not preclude interaction. The following techniques to open up lectures to student participation have been used in classes of up to 1200 students, as well as with smaller groups.

Begin the course or the lecture with a question or questions that help you to understand what students are thinking: "What are some of the differences between clinical medicine and public health?" "What would be a feminist perspective on contraceptive research?" "What are some examples of marginalized populations?"

To introduce new topics and find out students' assumptions, ask students to jot down answers to some questions on their own and then combine answers in a small group. Examples from a pre-course survey: "List up to 10 major environmental disasters. Name up to 10 health disorders in which environmental agents are causative; list the 10 etiologic agents. Identify the kinds of data needed to characterize an environmental health hazard."

When a student asks a question, instead of answering it yourself, ask for an answer from other members of the class.

Ask questions throughout the lecture, so that the lecture becomes more of a conversation. Asking students to raise their hands (for example, "What is the direction of the data: increasing? decreasing?") is easier than asking them to speak. Questions with surprising answers can engage students' interest (for example, "What is the probability that two people in this room have the same birthday?"). Generally, questions are more evocative if you are not looking for one right answer. The most fruitful questions are thought-provoking and, often, counterintuitive.

Pause in the lecture after making a major point. Show students a multiple-choice question based on the material you have been talking about. Ask students to vote on the right answer, and then to turn to their neighbors to persuade them of the answer within the space of two minutes. When time is up, ask them to vote a second time. Usually far more students arrive at the correct answer when voting the second time.

Stop the lecture and ask students to write for one or two minutes in response to a particular question. Then ask them to discuss their answers with their neighbor. The writing will give everyone a chance to think about and articulate a response, and may enable broader participation.

Allow time for questions at the end of the lecture. Ask if students would like to have a point clarified.

End the lecture with a provocative question. If you have TAs, ask them to begin their sections with a discussion of that problem or issue.

Do a one-minute paper at the end of class. In this exercise, students write down what they consider (a) the main point of the class and (b) the main question they still have as they leave. Collect and read these unsigned papers. You can use some of these questions to begin the next lecture. This technique encourages students to listen more carefully, to review their notes, and to think about the lecture before running to their next class.

Begin with an Incident, Example, or Anecdote

From: http://teaching.berkeley.edu/compendium/suggestions/file143.html


IF YOU WANT TO:


Have an interesting style of presentation

Capture the students' interest


YOU MAY WISH TO CONSIDER:
Beginning class with an incident, example or anecdote to get the students' attention.

A faculty member in history who does this says that he often begins by reading aloud a short passage from a primary source or a story to illustrate what his major theme or point will be in the lecture. "For example, I might start out by stating that the Wizard of Oz is a parable for progressivism and read passages from it to illustrate my major thesis. I then get the students to help identify all the different characters and what they represent."

"I usually end with a quotation that pulls together what I have been trying to say," he says, "Also, whenever possible, I try to link the past with current events, to show how the topic is important for the present."


Limitations on Use of Suggestion


Discipline: None
Course Level: None
Course Size: None
Mode: None


Copyright 1983 by the Regents of the University of California

Relate the Course Material as a Story

From: http://teaching.berkeley.edu/compendium/suggestions/file142.html

IF YOU WANT TO:


Have a more interesting style of presentation


YOU MAY WISH TO CONSIDER:
Looking for ways to relate the course material as a story.

"I always try to tell some kind of story," says a teacher in the biological sciences. "My primary belief about communication is that it doesn't matter what you say if you can't get them to listen."

In describing his preparation for a lecture for a large class he says, "Because I already know the material very well, most of the preparation goes on in my head for several days. Then, the night before, I begin to concentrate on it very intensely; it's a little like the `psyching yourself up' that actors or football players describe before a performance or a big game. Then I begin to outline the lecture, focusing on the major points and how they might be told as a story."


Limitations on Use of Suggestion


Discipline: None
Course Level: None
Course Size: None
Mode: None


Copyright 1983 by the Regents of the University of California

Class Mission Statements

From: http://www.oncourseworkshop.com/Motivation013.htm

By Beverly Brown, Adjunct Professor, College Survival Skills, North Central State College (OH) bevbrown@bright.net

I start each course I am teaching by having students create a mission statement. I have found this activity sets the tone (as well as the goals) for the rest of the course.

I give each student a "post-it" note. I ask each student to write one goal he/she has for the class or why he/she is in this class or what he/she most wants to learn in this class. If the students have more than 1 idea, I give them another "post-it" note (students should write only 1 idea per "post-it"). Students are then instructed to stick the "post-it" to the board or to a big, white sheet of paper I have taped to the board.

Next students are asked to organize the ideas on the notes into categories. (If the class is large, the instructor may read the notes and ask the class to decide what category the note fits.) The categories in my class this quarter ended up being "better study skills," "motivation," "grades," and "success."

Once the categories are established, two or three students are chosen to use the category titles to create a sentence or two that summarizes the categories. This sentence or two becomes the class's mission statement. This quarter the mission statement that resulted from the above categories was "To improve/obtain better study skills and motivation in order to receive an A and to be successful in all classes and successful in life."

At this point the students are aware of the goals for the class and the direction of the course. This activity is valuable because the students have learned teamwork from Day 1, the students feel they have a voice in setting the goals for the class, and I learn a lot about the class in a brief period of time. I have done this often enough that it usually takes about 20 minutes of class time at the most, but the positive class attitude that develops from this activity is worth every minute of time spent on it.

Socratic Teaching for Critical Thinking

From: http://www.tlc.eku.edu/biweeklytip/

By Loris Sherman
Somerset Community College

"The unexamined life is not worth living, because...many unexamined lives together
result in an uncritical, unjust, dangerous world. -Linda Elder, September, 2007

An important instructional strategy to enhance the critical thinking skills of our students is Socratic Questioning. The purpose of this approach is to allow students to evaluate their own thinking by making it explicit. As the instructor asks probing questions, the student must articulate the logic of their thought while clarifying and elaborating their reasoning. The questioning also requires them to check their assumptions as they are asked to evaluate evidence and consider not only their own viewpoints and perspectives, but to think about the perspectives of others. Most importantly, students must also consider the implications and consequences of their thinking. In other words, Socratic Questioning helps students to develop their thinking and to learn how to think deeply about problems and issues, whether in the classroom or in their lives. The outcome will be students equipped with good decision-making skills who will be better able to function in the classroom, on the job and as citizens in a democratic society. Thinking deeply can provide students with motivation and purpose, and lead to good decisions, such as to study hard, to stay in school, etc.

For most of us, deep thinking is not something that happens spontaneously or without nurturing. We act impulsively, with little structured or deep thought about most of the issues we face. Students need the chance to practice thinking about issues and forming well-thought-out opinions. It is difficult for them to develop this ability on their own. They need guidance to help them examine more closely how they have formed opinions in the past. Socratic Questioning in the classroom provides the practice that will enable students to develop the routine of questioning their own thinking at a deeper level.

For more information and detail on this classroom technique and an example of a Socratic dialogue, see The Role of Socratic Questioning in Thinking, Teaching, & Learning at https://www.criticalthinking.org/articles/the-role-socratic-questioning-ttl.cfm

It will be necessary to communicate to your students the purpose of Socratic Discussion, what they must do to effectively participate in it, and how it can benefit them to participate. Below is an example of a tutorial that might help introduce students to the technique.
Participating in Socratic Discussions

Who was Socrates? A Brief Overview and Introduction to the Method
He was a Classical Greek philosopher who lived in Athens from 469 BC-399 BC. Much of Western philosophy (our laws and morals, politics, even the Scientific Method) is based on his teachings. What we know about his philosophy and life comes from the works of Plato, his most famous student. The best known ideas of Socrates deal with ethics and the pursuit of knowledge and truth; he believed that both should be pursued and adhered to regardless of any resulting personal adversity. He was imprisoned for his teachings, and although given many opportunities to relent or recant, was finally sentenced to death by drinking poisonous hemlock.

It is the method used by Socrates to find knowledge and truth that we will focus on in this exercise. As mentioned above, we rely on Plato’s writings because Socrates left none. He believed that the only thing he really knew was that he knew nothing and that knowledge and truth are fluid and obtained through interaction. Writing doesn’t allow either interaction or the constant evolution from one belief to the next belief.

His method relies on posing all problems in the form of a question, with questions being formed for each possible answer to that question. The series of questions then leads to an examination by the student of what beliefs underlie their answers, to the forming of better answers and to the elimination of contradictions in their reasoning (Hooker, 1996).

What is the purpose or benefit of using the Socratic Discussion approach to our course material?
According to Paul (1995), Socratic approaches to learning will enhance your ability to structure your thought in a way that identifies problematic areas with your reasoning. You will become more practiced at understanding why you believe what you believe. He goes on to point out that Socratic discussions will increase your awareness of the need to be clear, accurate and relevant in your in examination of issues and discussions of these issues with others. Most importantly, you will begin to think critically in all areas of your life, examining the claims, evidence, assumptions, conclusions, implications and consequences of ideas, issues and actions.

Developing the ability to reflect slowly and carefully on ideas and concepts and to use carefully constructed questions will cause you to begin to examine your thought processes. As students and life long learners, critical thinking will improve your understanding of the scientific method, engage you actively in the learning (resulting in improved retention of information) and will increase your problem-solving skills.

How do we do it? What is the technique?
In this technique, we will focus on a particular issue or topic by using a series of questions which flow out of and are stimulated by your responses to the questions. This questioning will allow us to examine the ideas logically and to determine if the ideas or beliefs are valid. (Merritts and Walter, 2006)

What are the game rules?
There are some distinct differences between a general class discussion and a Socratic Discussion. If the game rules aren’t followed, the goal of enhancing your ability to think critically will be defeated.

Expectations for students:
1. Treat all classmates with respect and consider all responses as worthy of
consideration.
2. Pay close attention at all times (see #s 4 and 5 below!)
3. When applicable, come prepared for the exercise by reading assigned material before class.
4. You must participate at all times and answer all questions asked of you.
5. You will be asked at various points to paraphrase the response of a classmate.
6. Only one person will speak at a time and you may not interject comments without being called on first.
7. Answer questions clearing and carefully. This is an exercise in thinking, therefore, – think before your speak! Use reason and give evidence or use examples in your responses.
8. Give your answers to the entire class, not just the instructor, so that everyone can hear and feel a part of the discussion and process.
9. Your answers should be as concise and to the point as possible, allowing more time to continue our examination of ideas being presented.

Expectations for the instructor:
1. I will treat all students with respect and consider all responses as worthy of consideration.
2. I will provide a structure and focus for the discussion, guiding us back to the topic when necessary.
3. I will form questions that are clear and specific.
4. I will play the role of devil’s advocate in order to help you think reflectively.
5. I will allow enough time for you to form a thoughtful response to the question.
6. I will at all times respect your ideas, but challenge you to go beyond your previous level of thinking by questioning those ideas.
7. I will facilitate your learning by periodically summarizing in writing what has been discussed.
8. I will ensure that everyone is participating by directing questions to as many students as possible in our allotted time.
9. I will ensure that we all follow the rules of the game.

References Cited
Hooker, Richard. (1996) Ancient Greece, World Civilizations. Retrieved Sept 23, 2007 from http://www.wsu.edu/~dee/GREECE/SOCRATES.HTM

Paul, Richard W. Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, Santa Rosa, CA. 1995.

Merritts, Dorothy and Robert Walter. (2006) Using Socratic Questioning, Starting Point. Retrieved Sept 23, 2007

--
Distributed by: Nancy Givens
Faculty Center for Excellence in Teaching
Western Kentucky University
1906 College Heights Blvd., #11095
Bowling Green, KY 42101
(270) 745-6508
http://www.wku.edu/teaching/