My Philosophy of Online Facilitation and Learning
This paper presents my philosophy in the area of online facilitation and learning. This philosophy has been a work in progress, developed over the thirty years that I have been teaching and the nine years that I have both been teaching and learning online.
As an educator, I endeavour to employ TPack (Koehler & Mishra, 2009), which is the optimum balance of content, pedagogical and technological knowledge While this knowledge is important, how I apply and present it is what makes the difference. I must effectively engage with students, thus starting to build rapport, by using solid communication, presentation and entertainment skills that fit their cultural schema and belief systems. I believe there must also be a focus on practicality, simplicity and using “whatever works,” while empowering students to be the masters of their own learning.
It is important to be clear on student outcomes and also explore what will motivate them. To do this, I use tools such as Korthagen’s (2004) onion model to support students in their own self-alignment as well as my planning and facilitation process.
Although I subscribe to using what I think will work in the moment, I focus on a blend of Behaviourist, Constructivist and Cognitivist theory (Ally, 2008). For example, I create pseudo “game show” quizzes with real or virtual prizes, invite students to do assignments where they link the learning into their own life and history, or work in small groups to research a concept or idea and then present in the form of a skit, song or other presentation format.
I also advocate and support the shift where educators no longer demand students do it their way and with their structure. As Miller and Rollnick (1991) explain, if in interactions with others we experience resistance or lack of motivation, we then need to change our approach to support their movement. I believe it is up to me to craft curriculum to support students in various stages of change in relation to the subject matter so they are more likely to be engaged, motivated and excited about what they are learning. In my approach I use Prochaska and DiClemente’s change model in which I have adapted some of the terminology to make it more palatable for understanding and engagement (Prochaska, DiClemente, & Norcross, 1992). I also use Dannemiller’s Change Formula to provide a prescription for myself and students to create a more detailed and concrete process so students engage more fully with a prescribed direction (Dannemiller & Jacobs, 1992).
As a result of my core values of equality, expansion and contribution and my extensive international experience in teaching, consulting and coaching, I consider the world my community. I also aspire to live Clare Graves’ Wholeview vMEME (Beck, 2009) so I take more responsibility for my actions on a global scale. This means whatever I do has an impact radiating out into the world. I am as responsible for providing education and support to children and adults in Nanaimo, Canada as I am to those in Sao Paolo, Brazil. I believe that education frees us. As Nelson Mandela (United Nations, n.d.) said, “Education is the most powerful weapon which you can use to change the world.” If we can provide quality education and opportunities not only to children but also parents, we can change the world for the better. In my other occupation as a Mediator and a Coach I positively impact many people. As an educator working with groups instead of individuals, this number grows exponentially. This is my identity, my mission and vision. The more I support people around the world using online facilitation and teaching, the more I will have fulfilled my responsibility and intention to myself, my community, my world.
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