Advances in Digital Learning and Development

Task 2

Part B is a written response to the following assessment criteria, which is AC3.1, AC3.2 and AC3.3.

Considering the online delivery method (could be Cisco, Webex, Adobe Connect, Microsoft Teams, GoToTraining, or others of your choice) that you may or could have used in your digital facilitation presentation.

AC3.1. Compare two other potential systems for delivering live online learning activities. The comparison should include: their key facilitation functions or functionalities, and their strengths and weaknesses as live online learning delivery methods.

AC3.1 – Compare systems for delivering live online learning activities, including their key facilitation functions. Here you are asked to ‘compare’ as the command verb. Effectively, what you need to do here is to identify the similarities and differences between two or more phenomena.

Say, if any of the shared similarities or differences are more important than others, compare and contrast will often feature together in an essay question. To successfully answer this assessment criteria, you will need to compare your selected online delivery method that you are using for your digitally facilitated presentation and compare that system, app or platform against two others. This comparison must seek to compare and contrast between the following facilitation functions: the capability for the trainer-only audio or participant audio; the capability to switch roles – the host can select presenter and attendee; the capability for attendees to raise hand or interact through emojis; breakout room functionality; chat functionality; polls functionality; recording functionality; session chat via email; video sharing; whiteboard sharing; weblink sharing; and any additional resource sharing, for example, other documents and content.

There are many different examples of commercially available systems for webinars and virtual classrooms, and each has their own relative functionality. For example, chats, polls, whiteboards, breakout rooms, use of media, documents or resource sharing, learner feedback through hands up and emojis. And you may find it useful to create a simple table for comparison purposes with the commercially available systems named at the top and the functionalities listed below and simply tick or cross to say that that commercial version has the function or not. The final thing to do is choose any of these three functions listed to describe their potential strengths and weaknesses of these functions to aid learning with attendees of digital facilitated online sessions.

AC3.2.

Discuss how facilitation of live online learning activity can differ from facilitation of a face-to-face learning activity and the implications of this for facilitators, learners, and learning administrators.

AC3.2, you’ll need to discuss how facilitation of a live online learning activity can differ from facilitation of a face-to-face learning activity, and the implications of this for the facilitator, the learners and learning administration. The ‘discuss’ command verb is best answered in the following way. Essentially, this is a written debate where you’re using your skill at reasoning, backed up by carefully selected evidence, to make a case for and against an argument, or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion. In order to be successful in answering this assessment criterion, you will need to discuss the differences between facilitation of face-to-face events and an online learning activity for facilitators. Consider here factors such as activities undertaken, different level of proximity to learners, the ability to gauge learner response and group atmosphere, maintaining engagement and energy levels, different types of collaboration activities, and different approaches to managing learner dynamics, your own reaction and motivation.

With learners, consider here factors such as the level of engagement, the impact on the more introverted learner, levels of technological experience and expertise, availability of systems and adequate connectivity, uncontrolled interruptionsand distractions. And as for learning administration, consider factors here such as preparing and issue joining instructions, induction of new learners, ensuring technical support during activity, moderation, overcoming access and technical problems.

AC3.3. assess three main facilitation skills required to facilitate live online learning, then pick one that you wish to develop further, and provide yourself with a smart development objective to add to your PDP in support of that knowledge and skill development.

AC3.3, you’re required to assess again. So, as before with the ‘assess’ command verb, when answering this assessment criterion, you will need to weigh up to what extent something is true. Persuade the reader of your argument by citing relevant research, but also remember to point out any flaws and counter arguments as well. Conclude by clearly stating how far you are in agreement with the original position. To be able to successfully answer this assessment criterion, you’ll need to assess three main facilitation skills required to facilitate live online learning, then pick one that you wish to develop further and provide yourself with a smart development objective to add to your PDP in support of that knowledge and skill development. You’ll need to provide this smart development objective as part of your answer to this assessment criterion. Some examples of the skills that you may be required to use could be: preparation of self, preparation of learners, managing learners remotely, maintaining engagement, participation and chat, encouraging collaborative learning, monitoring and engaging participation, using functions whilst presenting, running polls, facilitating breakout rooms, managing and being prepared for technological issues.

– Introduction and conclusion

– Intext citation for each paragraph- Harvard style

– Highlight the main topics