OLTD Learning Outcome:
- Undertake engagement with environments through online facilitation for effective learning
- Moderation and mediation.
Evidence to Support Outcome:
https://viuvideos.viu.ca/id/0_5lfiq0qh?width=560&height=315&playerId=23448688
Reflection to Support Evidence:
In OLTD 504 one of our assignments was to learn about a Learning Management System (LMS) through a jigsaw activity. In a jigsaw activity, each member of a group learns about a portion of a concept or subject, and then the group gets together to share their knowledge with each other. My group investigated Desire2Learn, and decided that I would learn about the Grades tool. The recording above is the portion of our meeting that I was responsible for. Our entire meeting was over two and a half hours long.
Although this was not my first time using the Blackboard Collaborate online meeting tool to present, it was my first time presenting “alone”. In OLTD 503, I was part of a group presentation, during which we supported each other using the moderator chat feature. During the OLTD 504 presentation, I was not specifically supported by anyone. I had also tried to plan my portion of the presentation so that everyone in the group had an opportunity to do something active. This was especially challenging because I could not see what they were doing, and while I was sharing my screen I could not see the chat box if they asked questions.
After watching the other members of my jigsaw group present, as well as reviewing my own presentation, I can see many areas for improvement in my online moderation and mediation skills. My pacing and presentation skills (most notably my mouse movements) could use improvement. Based on the feedback from the rest of my group the content of my presentation was understandable. The next time I present to a group online, I would like to try to structure the presentation so there is more opportunity for feedback throughout the presentation. As well, I would like to try to incorporate more independent action for the participants – for example allowing them to try something for a few minutes, and then come back to the online room and report their progress as well voice any questions or concerns.
I can tell from my presentation that my nervousness with the technology lead me to take a more teacher-directed approach then I would normally like to use. Now that I have had a few experiences with the software, as well as knowing my cohort members better, I will take more risks the next time I present synchronously to the group. This piece of evidence speaks to the places where I know I need to grow as an online educator.
In order to be an effective online educator, the ability to facilitate online communications and presentations is essential. This activity allowed me to review and reflect on the places where my skills need improvement. I also was not required to mediate much during this presentation, and I did not have to build the relationships between cohort members. Overall, this learning outcome has not been met, but I have been able to create the foundations from which to build effective online facilitation into my skill set as a future online educator.