Karen Melhuish made the following post, with the following request to share your wisdome and your experiences:
“You may have seen a number of online workshops – (sometimes called web conferences or webinars) – offered by Enabling e-Learning, VPL-D and other groups over the last few months.
Online workshops offer another pathway for learners that can be efficient and flexible (meeting in your pyjamas, anyone?;-), but the distance and lack of face-to face can also present particular challenges to facilitators, as well as participants.
The big question is: how do you design and facilitate an online workshop in ways that support learners to achieve the goals?
Hazel Owen (VPL-D) and myself have decided to kick-start this work and offer this shared Google doc as a starting point for sharing ideas.
Feel free to add in…
- advice
- facilitation strategies
- stories of effective practice
- readings and research
…and do please share your questions in this thread, too. Everyone welcome:-)”
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About ictenhancedlearningandteaching
I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer.
I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment.
I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
