The 3-2-1 structure is:

  • 3 thoughts or ideas you have about digital facilitation based on your course experience.
  • 2 questions you have about digital facilitation based on your course experience.
  • 1 metaphor or simile about digital facilitation based on your course experience. This can be text or an image, but should be something that metaphorically captures and represents your own thoughts on digital facilitation.

3 thoughts

Based on this course experience I am ending with three considerations.

  1. Experimenting is good and certainly in this environment but there is nothing wrong with having a pattern and technology you can rely on either. I use a rule and I don’t know where it came from anymore, actually yes I do it came from Scott vandyke who teaches in the same program as me,  but to only add one new technology and I tend to not even do that anymore. I enjoyed the experimentation of my colleagues in their weeks because it gave us a sense of how these tools can work without having to experiment on my students. Would I use Mattermost for my learners in my current context? No. but I might use it for building a social justice community outside my teaching in post secondary education. Like I can see the ways some of these technologies can work and appreciate the previews we gave each other in this course.
  2. Triggering questions are super important. As a facilitator who is attempting to work in the open the most important factor is really getting those good questions posed to learners. As I am often going off script as a facilitator to some extent trying to read the room and respond to the participants I think having good questions or a good bank of questions could make my facilitation more meaningful.
  3. The system of academics is a pyramid scheme.

2 questions

  1. There must be so many ways to work with cognitive presence without spying on students. Curious about what some of these are while also realizing that time is a factor for all instructors.
  2. What is the boundary between learning and teaching presence and is that line always renegotiated between the parties or are there indications that are not base in personal judgement to know when an issue is with the learner and when it is with the teacher presence?

1 smile

  1. I like how messy learning really gets learning happening (this might be very individual to me).