22 Matching Annotations
  1. Apr 2022
    1. The implication for instructors is that it is important to to know when intervention is needed in online CSCL and to what degree.

      Question of hosting - how much/little facilitation is vital here. The paper recommends regular monitoring of online activities and intervening when clearly required. I wonder if the use of sync Stand-ups to address issues IRT would also help given the issues with attempting to collaborate async?

      The instructor should play an active role in the collaborative process. He or she should be proactive in monitoring and intervening in collaborative activities (Chapman & van Auken, 2001; Hansen, 2006) and should ensure that the group works effectively (Tideswell, 2004; Brindley, Walti, & Blaschke, 2009) through mechanisms for assistance, feedback, and evaluation.

  2. Aug 2021
    1. The more coachable someone is, the more they can grow, and the more quickly they can grow. Someone with low coachability can find it so hard to do anything outside of their expertise that it is understandable when managers focus their energy on the people they can help and grow instead.

      The more I think about the 'interviewing for learning' - I think there is a coachability aspect in there as well.

      When I'm hiring - it's not only for what they know, but trusting that they will be coachable and able to learn things quickly.

      For this to scale outside of individual efforts - having a clear understanding of the coaching mindset, and helping managers become better coaches is important.

      The L&D team can also partner with managers, and IC's to help with this - and build out both coaching skills, but a coachability mindset

    1. Empower managers to facilitate effective learning transfer As Fergal explains, managers have a key role to play in facilitating effective learning transfer. “Research shows that managers play the most critical role in learning transfer - especially in the post-training environment. Every learner needs a manager who understands them, and how they want to learn and grow. They need to have the right coaching style, and they need the right resources.”In most organizations, instructional design focuses on the needs of the learner. But as Fergal explains, focusing on the needs of your managers can pay dividends. “Ideally, you’d have the manager attend the same training as the learner. The problem is, managers are always stretched. So, what you can do instead is develop specific guidance for your managers.” Provide a script for managers to support their team’s learning

      many managers are not used to the coaching-for development approach, or take a hands-off approach to supporting learning and development - managers need to be proactive, and can use support from the L&D team on how to facilitate effective learning transfer / discussions with their teams

  3. Jul 2021
    1. Following are strategies for facilitating SDL. The teacher can help the learner to Conduct a self-assessment of skill levels and needs to determine appropriate learning objectives. Identify the starting point for a learning project. Match appropriate resources (books, articles, content experts) and methods (Internet searches, lectures, electronic discussion groups) to the learning goal. Negotiate a learning contract that sets learning goals, strategies, and evaluation criteria. Acquire strategies for decision-making and self-evaluation of work. Develop positive attitudes and independence relative to self-directed learning. Reflect on what he/she is learning.
    1. What Are the Differences Between Facilitation, Presentation, and Training? Trainers help others improve their performance by teaching, instructing, or facilitating learning. As such, facilitation and presentation are both tools in a trainer’s toolkit. In most cases, effective and engaging trainers will spend less time presenting content through lectures or lecturettes and more time facilitating learning around that content. Presentation vs. Facilitation

      Presentation

      • The presenter delivers information, usually through a lecture
      • The presenter is the expert sharing their knowledge of the subject matter.
      • The presenter spends most of the time talking.
      • The presenter is usually on a stage or at the front of the room.

      Facilitation

      • The facilitator enhances learning for everyone, usually through discussion or activities such as role plays.
      • The facilitator provides opportunities for members of the group to share knowledge and learn from one another.
      • The facilitator spends most of the time asking questions, encouraging others to speak, and answering learners’ questions during activities
      • The facilitator is usually moving around the classroom to help address learners’ questions or monitor how activities are progressing
  4. Apr 2021
  5. Feb 2021
  6. Jan 2021
  7. Dec 2020
  8. Jul 2020
    1. O’Connor, D. B., Aggleton, J. P., Chakrabarti, B., Cooper, C. L., Creswell, C., Dunsmuir, S., Fiske, S. T., Gathercole, S., Gough, B., Ireland, J. L., Jones, M. V., Jowett, A., Kagan, C., Karanika‐Murray, M., Kaye, L. K., Kumari, V., Lewandowsky, S., Lightman, S., Malpass, D., … Armitage, C. J. (n.d.). Research priorities for the COVID-19 pandemic and beyond: A call to action for psychological science. British Journal of Psychology, n/a(n/a), e12468. https://doi.org/10.1111/bjop.12468

  9. Jun 2020
  10. Sep 2019
    1. moderating discussion forums

      I don't know if I would consider this a routine task considering the amount of facilitation a good discussion often requires. Perhaps moderating a forum related to routine support questions where the questions might be "when is my term paper due", or "how do I access the course syllabus" could be routine posts in a discussion forum. But when you get into forums where learner discourse is key to the learning process, the moderating is not routine, or that moderating is even the right word to use to frame those discussions as these types of discussion forums often require a facilitator, not a moderator.

  11. Mar 2019
  12. Nov 2018
    1. Rappelez-vous que la mission de la bibliothèque estd’améliorer la société, et non d’optimiser l’utilisation desservices qu’elle offre déjà. Les bibliothèques facilitent lacréation de connaissances : leur valeur n’émane pas des col-lections

      Voilà qui résume bien l'ensemble du propos de l'ouvrage, qui sera repris et développé dans le suivant : Atlas for a new librarianship

  13. Feb 2017
    1. If you strive to see behavior change in your participants and are willing to drop the more comfortable role of constantly “telling”, and  these guidelines will help. Ask questions. Plan and integrate questions that will spur not-so-easy thinking and feeling. Be provocative. Be willing to name dynamics, factions, or hidden assumptions in the group…with the positive intention of causing disequilibrium and curiosity. Encourage experimentation. Balance your “Telling” role with opportunities for participants to explore, create, and make mistakes.

      Asking provocative and probing questions to spur deeper thinking.

  14. Oct 2016
    1. A teacher’s presence in learning activities and as part of community in online learn-ing environments is motivational (McIntyre 2011).