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Facilitating at the Crossroads: The Emergence of Multiple Venue Productions/Presentations (MVPs)
Dan Balzer, MATeaching/Learning Instructional Designer, ILCCO Learning Academy
ABSTRACTThis paper describes the logistical and pedagogical elements of facilitating a “multiple venue production/presentation” (MVP). An MVP is defined as a synchronous event with both an online and face-to-face audience. The case study is based on a professional development workshop conducted at the ION – Faculty Summer Institute in May 2004. Virtual classroom software from Elluminate Live was used to connect an online facilitator, based in Minneapolis, with a f2f workshop in Springfield, IL. The paper explores the key role of the facilitator in being “pedagogically intentional” toward both audiences. Recommendations are made on how to incorporate MVPs into professional development and higher education courses.
KEYWORDSlive, synchronous, face-to-face, f2f, online, conference, facilitation, professional development, virtual classroom, workshop, Faculty Summer Institute, scenario-based teaching, Elluminate
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INTRODUCTION
The problemRandall Kindley, a colleague, and I were invited to facilitate a one and a half hour workshop at the Illinois Online Network - Faculty Summer Institute in Springfield, IL. The Faculty Summer Institute is a three day conference for Illinois community college educators that focuses on tools, tips and strategies for enhancing online teaching and learning. Our topic was The Art of Scenario-based Teaching Online. We had designed a model for creating scenarios that could be used to engage online students in solving real-world problems. I felt Randall’s experience in corporate eLearning would greatly enhance the session.
Randall, who lives in Minneapolis, had planned to fly down for the three day conference but a schedule conflict made it impossible for him to attend the event in person. I was very disappointed since I had counted on his expertise in co-facilitating the event.
The solutionA couple weeks later it suddenly dawned on me that we had the necessary tools to have Randall participate. I sent Randall an email saying, “Let’s have you there virtually using Elluminate [http://www.elluminate.com/] in LearningTimes. [http://www.learningtimes.org/]” The virtual office which LearningTimes.org had made available to us uses Elluminate Live as a synchronous presentation tool within a virtual classroom space. Always willing to try something new in the online environment, he immediately agreed to give it a try. We decided that Randall would participate from Minneapolis through an audio/chat feed using Elluminate and I would facilitate “on-the-ground” in Springfield, IL. I had worked with guest presenters in my online class before using asynchronous discussion boards but I had never attempted a live online co-facilitator in a f2f setting. It promised to be a clear test of my facilitation style and skills to facilitate a f2f real-time workshop with an online co-facilitator.
In a subsequent dialogue with Jonathan Finkelstein, founder of LearningTimes.org, about this type of dual delivery event he referred to it as “Multiple Venue Production/Presentation” (MVP). The name (and the acronym) have stuck! A straightforward definition of an MVP is simply this: A live learning event with online and face-to-face participants. The diagram below depicts the various configurations that MVPs can take. The red dotted lines indicate the participants involved in this MVP.
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Historical context of MVPsThe hosting of events that combine participants through different types of technology is not a new concept in higher education. Satellite broadcasts offered through such organizations as Dallas TeleLearning [http://telelearning.dcccd.edu/] regularly bring educators together from many different physical locations for professional development. For years, instructors have been using multiple modes to speak to two audiences or more in real-time. Some examples are two-way interactive television between satellite campuses, cable to the home, and even teleconferencing.
However, the emergence of internet-based virtual classrooms equipped with two-way audio, chat and whiteboard tools provide educators with an intriguing permutation of the former approaches. Software developed by companies such as Elluminate and HorizonWimba [http://www.horizonwimba.com/] make it fairly easy to bring online and face-to-face (f2f) learners together in real-time. Virtual classrooms and f2f classrooms can now be joined together through an internet connection, a user interface and multimedia projector. Based on my recent exploration of this approach, it is evident that MVPs are a rapidly growing phenomenon, particularly for professional development. I also see great potential for using MVPs to enhance activities in f2f
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classes. The dilemma I was facing at the ION Faculty Summer Institute gave me the opportunity to explore a new mode of facilitation at the crossroads of emerging technologies.
METHOD
In the following section I will describe how I planned and delivered the MVP using an “as it happened” narrative style. I will highlight the challenges that I faced in regards to both the process as well as the pedagogy. My intention is that you will gain insight and inspiration to develop and deliver an MVP of your own.
Pre-event planningI contacted the ION staff to determine whether the room where I would be presenting had a high speed Internet connection. They confirmed that this would be available and I knew I was set. The other tools I would need were my laptop and a basic microphone. I also obtained a small pair of external speakers to hook up to my laptop.
For the next several weeks, Randall I used our virtual office in LearningTimes.org to plan the session. The virtual office used the Elluminate software and this was the same tool we planned to use during the actual workshop. It was helpful to develop confidence in the interface as we held our planning meetings.
An hour prior to the session I set up the computer in the training room with speakers and a microphone and logged into our office in LearningTimes.org. I uploaded the PowerPoint presentation and also opened an identical copy on my desktop. At 9:30 am, 15 minutes before the official start time of the session, I conducted a sound check with Randall. I greeted him and he said, “How are you doing, Dan?” I responded with a “doing fine” and then quickly let him know that he was already live. Randall was not aware that he was already being heard in the room as participants were signing in.
Randall and I had decided ahead of time which parts of the PowerPoint he would present. As the face-to-face facilitator, I felt that it would be easiest to have him present content segments that could be done without requiring back and forth dialogue with the participants. So my assumption was that he would basically be a “content provider” while I facilitated the questions and fostered critical thinking around the activities we had planned.
During the Event
Challenge 1 – Connecting through audioWe began by introducing ourselves and then moved into the first activity. I asked everyone in the room (12 people) to briefly share an insight they had gained in the conference so far which they hoped to implement when they went home. As soon as the first couple people started sharing and were out of ear shot of the microphone, Randall posted this comment in the chat area, “Can you summarize what they are saying?” A simple solution would have been to have additional external microphones placed
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in the room closer to where the participants were sitting so that Randall could hear them when they spoke.
Challenge 2 – Involving the online presenterI realized we had not made a plan for how Randall would know what was going on in the f2f room. It dawned on me that he was expecting to take a much more active role in the whole session than I had assumed. He needed a way to “hear” and “see” what was going on in the room.
What should I do? After about 6 people had spoken I stopped and said, “I would like to summarize your stories for Randall” and proceeded to select 2 stories to share.
We then continued, but I realized that it would be redundant and time-consuming to repeat everything that was said. I decided to use the chat area to “blog” the participants’ comments and questions. This meant I was both looking down at my computer while typing and trying to give full attention to the participants. This felt a lot like simultaneous interpretation – typing with my hands, while listening and interacting with the participants.
Challenge 3 – Ignoring the participantsAs this scenario emerged I wondered to myself: Did the participants find my typing distracting? Did they feel a little less heard by me since I was multi-tasking? Did it perhaps encourage a greater learner-to-learner dialogue since I was clearly putting important energy into interacting with my virtual co-facilitator as well? I was thankful for my experience as an oral interpreter and actually quite enjoyed the improvisational challenge in which I was engaged.
Challenge 4 – Fostering dialogueThroughout the workshop, I left the Talk button selected in the Elluminate interface so that Randall could hear at least some of what was happening in the room and could follow my facilitation. He resorted to using the chat area to provide feedback on what he heard the participants saying. At opportune moments I would share his contributions with the rest of the group. At one point he even commented on an example I had given saying, “Great example!” So we even experienced “blended collegiality”.
After the first half of the workshop we took a break. Randall typed, “Taking a break. BRB.” When he returned he typed, “I’m back.” This kind of detailed information about his movements was very helpful to me in knowing how to effectively draw him in.
Challenge 5 – Generating engagementThe plan for the second part of the workshop was to walk the participants through a 7 step process for writing a scenario they would use in an online learning module. Rather than clicking through the PPT slides in Elluminate, at this point I switched to the identical PowerPoint slides which I had loaded on the desktop. In this way the full functionality of PPT was available to me. At this transition I said to Randall, “We are going to work our way through the scenario-building activity so we won’t have interaction with you at this point.” I made sure to leave the microphone on so he could follow my facilitation of the activity.
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Challenge 6 – Ending wellParticipants were very focused during the scenario-building activity and showed real enthusiasm for what we were doing. As we neared the end of the session we had to move quite quickly through the final elements of the scenario-building sequence. Time ran out and. I gave Randall a moment to make final comments and he said, “I really want to hear what you have created.” Reading the nonverbal communication in the room, I realized that the participants were preparing to run to the next session. But Randall showed so much enthusiasm that I asked for several to share their scenarios which they did. When I heard the creative and well-written scenarios that they had created in such a short period of time, I was gratified to recognize that our intended outcomes for the session had been realized.
Post-event reflectionsIn retrospect I am very glad for Randall’s persistence in asking for a demonstration of the “product” that the participants had created using our scenario design model. What we heard from the participants during the demonstrations confirmed that the session had been a meaningful learning experience. The way the final moments of the workshop played themselves out revealed to me that our “co-”facilitation had been just that. Though not physically present in the room, Randall’s virtual facilitation had a direct impact on the progression and ultimate success of the workshop. I should note that Randall and I had worked together on other virtual projects in the past and went into this session with a high level of comfort and trust. (We have actually never met face-to-face.) Randall and I were both very cognizant of our intended learning outcomes for the workshop and so were both able to make adjustments in the facilitation in a fairly dynamic (if not spontaneous) manner.
Meeting the various facilitation challenges while delivering an MVP requires what I call “learning live”.
In facilitating the MVP, some previously invisible “process elements” became part of the mainstream interaction. At times, it was necessary to make process comments to Randall in the hearing of the participants. For example, as I made the segue to the segment on scenario-based elearning, I said to Randall, “I’m keeping an eye on the clock and let’s do this segment in 3 to 4 minutes”. The response from Randall was, “OK, that’s no problem.” In a 100% virtual setting, these kinds of interactions are typically done using the private chat feature. In the f2f setting these process adjustments are typically communicated either nonverbally (e.g. Pointing at a watch) or in side conversations between the facilitators during transitions. So I realized that in an MVP the facilitators have to be comfortable letting the participants in on their decision-making process to a greater degree than in single venue workshops.
Evaluation or What I will do the next time
● I will be much more intentional in creating meaningful activities that connect the two venues and foster interaction between all participants. For example, I will plan the session with specific interaction questions that the virtual facilitator injects into the session. When the f2f participants ask a question that can be addressed by someone in the virtual classroom, I will refer the question to the online participant. I call this being “pedagogically intentional” toward both
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audiences.● I will have a “blogger”/moderator in the f2f room sitting at a laptop interacting with the virtual facilitator and being his/her
eyes and ears. In this case study, there was just the co-facilitator in the online venue, but when there are more online participants it is even more essential to have someone working as the link between the online participants and the f2f participants.
● I will place additional microphones throughout the room so that online participants can hear everything that is being said in the room. This is easily done with a multiple jack adapter.I will provide more information at the beginning of the session for the virtual participants – ie. number of people in the room, transitions being made with late-comers or disruptions. One strategy I will use it to take a digital picture of the f2f room and upload it into the virtual classroom for the online participants to see.
● I will definitely project the virtual classroom interface on the screen (as I did in this first session) in order to provide a balanced focus on participants in both venues.
Educational Applications of MVPs
MVPs, like all emerging technologies, should be used not for their innovative qualities, but to implement clear learning outcomes. That being said, I encourage you to try it out. As long as you tell the learners what you are doing and why, they are usually very tolerant and even interested in being part of an experiment where they are able to contribute in a meaningful way.
There are several useful applications of MVPs for both the f2f classroom and in professional development activities for faculty.
Applications for the f2f classroom
● Web-enhance a f2f class with an online guest presenter.● Co-facilitate a f2f class session with another scholar.● Engage in collaborative international projects by bringing students together from another part of the country or from
overseas.
Applications for professional development
● Make your f2f professional development events more accessible to adjunct faculty by adding an online element. NOTE: Even if the online attendance at the given event is small, the archive of the session can be re-used as part of future professional development sessions.
Tools for Designing an MVP
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A follow-up webinar was held on July 15, 2004 after the initial MVP to bring together “MVP enthusiasts and practitioners” from around the world to give shape to the concepts, roles and approaches that are essential in designing and delivering an MVP. Several insightful rubrics and job aid elements from that session helped refine the concepts presented in this case study. I offer them here for your consideration.
Rubric on How to Design and Facilitate an MVPThis rubric was developed by Carole McCulloch, LearnScope Manager at the Swinburne University of Technology (TAFE) in Australia.
Reasons to use MVPsThese suggestions were drawn from the chat comments during the follow-up webinar.
Roles on an MVP Design TeamDuring the follow-up webinar, participants also fleshed out the key traits of some of the roles needed to successfully design, develop and deliver an MVP. The roles include: onsite facilitator, online facilitator, producer, online and/or onsite technician, participant, armchair commentator, skeptic. NOTE: It is not uncommon for one person to play several of these roles. In my MVP, I played the role of producer, onsite facilitator and technician.
These charts present the traits of three key roles:
● Participant● Online and online facilitator● Producer
Online communities that frequently host MVPs
● eLearning Guild – http://www.elearningguild.com (subscription based)● LearningTimes.org – http://www.learningtimes.org (free)● TLTGroup – http://www.tltgroup.org (primarily subscription-based, some free events)
Conclusion
The case study presented here is just one example of how emerging technologies can be used to add a dynamic dimension to http://illinois.online.uillinois.edu/Research/casestudy/vol3num2/dbalzer/default.asp (8 of 10) [11/4/2004 9:28:19 AM]
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a learning event. I am challenged by a few closing questions:
● In what contexts would an MVP add value to the training that I do? ● What role would I play most effectively in an MVP event – online facilitator, f2f facilitator, producer, participant?● What “means for learning” (ie. technology tools) do I have readily available that could combine in a new way to create a
learning event?
I am sure that one burning question you have is, “Where can I get access to the virtual classroom software to create my own MVP?” If you are interested in facilitating an MVP for a local (or global) event, feel free to contact me at [email protected]. I would be happy to put you in contact with several organizations that could facilitate this type of event with the software and expertise to get you started.
Acknowledgements
Special thanks to the ION FSI workshop participants who were willing to experience a new form of professional development. The ION staff were very supportive and provided the physical space and Internet connection in which to conduct the MVP. It was a great pleasure to team up virtually with Randall Kindley. The colleagues at LearningTimes and Elluminate were also key in making the virtual classroom space available for this MVP.
The follow-up webinar in LearningTimes.org was an extensive collaborative effort. Thanks to Randall Kindley for the graphics, Jonathan Finkelstein, founder of LearningTimes for key definitions and sample MVPs, and Carole McCulloch, LearnScope Manager at the Swinburne University of Technology (TAFE) in Australia for the MVP design rubric.
BIOGRAPHICAL STATEMENTDan Balzer is the Teaching/Learning Instructional Designer with the ILCCO Learning Academy based at Waubonsee Community College in Sugar Grove, IL. The ILCCO Learning Academy serves the faculty of all 48 community colleges in Illinois through the design, development and delivery of faculty development programs for online teaching. In this capacity, he has facilitated face-to-face and online faculty development workshops on a variety of topics including accelerated learning, effective use of electronic publisher resources, and adapting face-to-face courses for the online environment. Through the ILCCO Learning Academy, he has also piloted a unique series of scenario-based online faculty development courses in Illinois. Dan has recently designed and delivered a scenario-based online course on Cross-cultural Issues in Health Care Interpreting: English/Spanish for the Health Care Interpreting Program at Waubonsee Community College.
Dan has a B.A. in History from the University of Winnipeg in Canada and an MA in education from Wheaton College Graduate School. Having completed these degrees prior to the rise of the Internet, Dan considers himself a “digital immigrant” and has found it exhilarating to “move into” online communities and listservs to explore new models for designing effective learning
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The Art of Scenario-Based Teaching Online
Randall Kindley, Ph.D.The Performance GroupMinneapolis, MN
(612) 721-6752kindley@the-performance-group.comwww.the-performance-group.com
Dan Balzer, MAILCCO Learning AcademyWaubonsee Community CollegeSugar Grove, IL
(630) [email protected]
A co-production of the ILCCO Learning Academy and The Performance Group
ION Faculty Summer Institute 2004Springfield, IL
Wednesday, May 26, 2004
REVIEW the basics of story-telling
Session Plan
EXPLORE models of scenario-based teaching
DESIGN a scenario-based activity
CONSIDER the case for scenario-based e-learning
The FSI Dilemma
Describe a specific session, conversation or experience at FSI that has inspired or challenged you to do something new in your teaching/learning.
Think.
Write.
Share.
Learning is no longer about turning pages and taking tests. From an e-learning perspective, it’s a matter of
place learners in a situation that mirrors reality
creating highly engaging learning opportunities that
request the learner to make behavioral choices
learners make the right decisions
internalize better performance behaviors
The Case for Scenario-based e-learning
cut superfluous information - so that -
Back to Basics
A story is a fact wrapped in an emotion that can compel us to take action and so transform the world around us. - Robert Dickman 2003
What makes a good story?
Passion “fire”- purpose, vitality, draws in and unifies the audienceWIIFM What’s in it for me?
Hero/heroine “earth”- persona, point of view, puts a human face to the issue, grounded in our reality
Antagonist “air”- problem, rather than creating - clarifies the conflict, inspires action to overcome, breathes life into the narrative
Awareness “light”- principles, insight, learning, allows transformation to take place, prepares a new path
Transformation “water”- change, story’s moral, move from selfish to selfless, mirrors the potential in each of us
Bob’s 5 Elements of Every Successful Story
Source: Robert Dickman, http://www.First-Voice.com
What makes a good story for teaching and learning?
Think in terms of:• scenes instead of pages • stories instead of chapters • behaviors instead of answers
Design strategies:
• The problem is grounded in intended outcomes
• Ending is left out to foster engagement
• Resources & activities prompt exploration
This chart is not
exhaustive, but
shows examples
from only two of
many possible
dimensions!
Time-Revealed: Engagement with learning material is asynchronous, collaborative among a number of learners and spread over an extended period of time.
Many Possible Types of Scenario-Based (e)Learning
Short-Duration Lesson: Engagement with learning material is synchronous and experienced (usually) at a single sitting by a single individual.
Example 3Teaching in the
Community CollegeFaculty Development Course
8 weeks(Dan)
Example 1DHS Adult Care
(Randall)
Example 2Chispa CD
Healthcare Interpreter Course16 weeks
(Dan)
Technically, a scenario is a collection of scenes through which the learner travels.
Particular responses (A-D) propel the learner through different paths.
Example 1 - Branching ScenarioDesigner: Randall Kindley
This is one of the key learning frames – it poses the correct behavior, ties several paths together at this node, and begins another set of branches
Example 2
Cross-cultural Issues in Health Care Interpreting-English/Spanish
• Designer: Dan Balzer
•16 week course
• 100% online
• Students are required to be bilingual/bicultural
• WebCT and CHISPA CD Rom
Why Scenarios?
"..The oldest tool of influence in human history --telling a good story...is like a mini-documentary of what you have seen so others can see it, too." - Annette Simmons, author of The Story Factor
Source: http://www.storyatwork.com/why_story/why_story.html
Step 1 Purpose
What is one of the most important things that you want students to be able to do “out there”?
Task
1. Envision an expert (or student) in the field.
2. Write at least two descriptive statements of their essential skills, behaviors, attitudes.
Passion Passion
Consider
Why should the students care about this skill?
Essential skill 1
Essential skill 2
Passion Passion
Step 2 Persona
What kinds of learners will experience the scenario?
Task
1. Think of two imaginary persons who will experience the scenario.
2. Give each a name and describe them.
Consider
What do they know/don’t know, how experienced are they?
HeroHeroine
Learner 1’s name is _________ ________(describe) Hero
Heroine
Learner 2’s name is _________ ________(describe)
Step 3 Problem
What’s working and what isn’t working “out there”?
Task1. Envision the person(a) in the field. As they go about their daily duties there are things that are working and help them accomplish their goals. There are also things that just aren’t working –problems that create bottlenecks or show-stopping issues.
2. List at least 3 items in both columns. Identify the “most severe”in the Not Working column and the “most useful” in the Working column.
ConsiderWhat ‘on the job’ problems do your learning outcomes address?
Example - Joe’s first day on the job.
AntagonistAntagonist
Example - Joe’s first day on the job.
One of your students is on his/her first day at work. The finance officer comes in and says, "Hey, Joe, pop me out an ROI/COO on the networking project for the global shipping and receiving system ... stat ... like tomorrow. Oh ... nice to see you, you're new here, right?".
Now what?! What's working might be that Joe has a good head on his shoulders, etc., etc., What's not working may be lots of things ... The scenario's elements should address things that are 'not working' for Joe just now! Basically, the learning process through a scenario is a slow motion version of the reality.
AntagonistAntagonist
Working Not Working
Putting things right side up
Basic information
Concepts
Problem
Traditional Deductive Approach
Basic information
Concepts
Problem
Situational Inductive Approach
• Lectures• Page-turners• Traditional instruction
• Practicum• Simulation• Internships
“Not mutually exclusive, rather
mutually supportive”
“Not mutually exclusive, rather
mutually supportive”
Step 4 Principles
What principles and concepts are part of the solution?
TaskList 3 or 4 key concepts to which you want to expose the studentand which you hope they will internalize as guiding principles for their behavior as they work through the scenario.
ConsiderA concept helps define a guiding principle that will be employed by the learner to discern an appropriate solution (behavior, attitude,
skill).
AwarenessAwareness
Example – Joe Again
Joe gulps, getting kind of panicky, palms sweating ... and then asks himself, "What!?! What in the world is an ROI and a COO?!?!?".
Key Concepts:
1.
2.
3.
4.
AwarenessAwareness
Why Scenarios?
"People don't want more information. They are up to their eyeballs in information. They want faith - faith in you, your goals, your success, in the story you tell. It is faith that moves mountains, not facts." -- Annette Simmons author of The Story Factor
Source:http://www.first-voice.com/main.html
Step 5 Create the PictureWhat do you see in your mind’s eye?
Task1. Remember that we:
Listed a purpose for the scenario,We imagined some user personas,Explored what’s working and not workingStated a few key concepts.
2. Select one of the personas you listed above. Close your eyes and let your mind create a picture of the place where the scenario takesplace – probably with the persona in the picture - just as if you were watching a movie. That person is standing in/walking into/ or finds him/herself in …
Now describe this image while it is still fresh in your mind.
ConsiderWhat decision (usually requiring a behavior) is being requested
of the student to solve the problem?
For a powerful scenario, leave off the solution!
Image (please describe)
Step 6 Resources/Activities
What activities (discussions, self-quizzes, assignments) and resources (biblio, Internet, people) foster exploration of the problem-solving process?
Task
List 3 specific activities and/or resources.
ExampleJoe Again
Example – Joe Again.
The activities might include an exploration of Return on Investment and Cost of Ownership. Students might be given spreadsheet models to play with, etc. Then Joe has to find out what the heck the networking initiative is all about. How does he do that? He should perhaps have a short tutorial on how to gather intelligence about what is going on in the organization, who he can call in IT and in S&R, etc. And on and on this goes until Joe can 'come back to real time' and start doing what he was ordered to do - taking the steps to assembling the research and report.
List 3 specific activities and/or resources.
1.
2.
3.
Step 7 Assess the change
How will you and the student know that they have learned?
TaskDecide what tool you will use for the student to demonstrate thesolution that they have developed.
ExamplePanel Presentation
TransformationTransform
ation
Assessment activities:
TransformationTransform
ation
The FSI Dilemma Revisited
How can you ensure that you won’t use what you have learned in this workshop or any other workshop here at FSI?
No Transfer Guaranteed Transfer
Fill out “Transfer Card”.
Scenarios in ActionParticipate in a 4 week scenario-based faculty development course on “Succeeding with Online Group Projects” June 25 – July 23, 2004
Register athttp://www.ilccolearningacademy.com/events.php?Display=579
(630) [email protected]
http://www.ilccolearningacademy.org
Resources
"However beautiful the strategy, you should occasionally look at the results."
- Sir Winston Churchill
Bob Dickman - The Four Elements of Every Successful Storyhttp://www.first-voice.com/main.html
Problem-based learning articleshttp://www.edu-connect.org/courseinfo.asp
Wisdom Tools - Accelerating Insight Through Scenarioshttp://www.wisdomtools.com/documents/SiegelWhitePaper.pdf
Will Thalheimer – Simulation-Like Questions: How and Why to Write http://www.work-learning.com/ma/publications.htm
"He who tells the stories rules the world" -- Hopi proverb
Source: http://www.storyatwork.com/why_story/why_story.html
Extra Slides
Behind the Scenes
Email (WebCT)
Discussion text & audio
(WebCT, WIMBA)
Internet
Field research
Chispa CD Rom
Tool
Culture journal
Uncover personal views
Group collaboration
Apply to interpreter setting
Research, readings, quizzes,
discussion
Explore concepts/theory
InterviewsConnect to community
Immersion in scenario
Grapple with the issue/problem
MethodLearning Activity
Theory/conceptsTheory/conceptsTheory/concepts
Interaction with other learnersInteraction with other learners
Life ExperiencesLife Experiences
“The best learning moments often result from failure rather than success”.
Rail Fence Design & Delivery Model
Facilitator role = orchestrating connections at both the design and the delivery stage
Facilitator can be live or
‘designed in’.
Rail Fence Model adapted from Jim Plueddemann 1992
Why Scenarios?
"The world is nothing but my perception of it. I see only through myself. I hear only through the filter of my story." – Byron Katie
Source: http://www.storyatwork.com/why_story/why_story.html
Rubric: Designing and Facilitating an MVP Developed by Carole McCulloch, Swinburne University of Technology (TAFE)
Quality Criteria
4-Excellent 3-Good 2-Fair 1-Unsatisfactory SCORE
Script and outline the MVP (spending quality time on design, rehearsal, review and production aspects)
Design is relevant for the audience and at least 20 hours of preparation is evident (depending on scope). Script defines the delivery of the instructor to use as guide in doing the activity. The new 'conceptualization' is evident in this MVP.
Design is relevant for the audience but could be enhanced by inclusion of more interactive activities. Rehearsals are included.
Design of MVP shows some consideration for the audience but lacks suitable interaction
MVP shows little design is ad hoc in its appearance and has no interaction
Plan how you will facilitate and conduct the MVP to produce the best outcomes for learners
Plan specifies in detail how the facilitator will conduct and orchestrate the presentation, the enable suitable and frequent interactions and discussion. It is clear that the facilitator has taught online courses and is familiar with the best teaching practices in this environment.
Plan shows hows the facilitator hopes to manage the MVP but does not specify or script the facilitator tasks
Plan provides a loose outline of the MVP but does not indicate facilitator tasks
Plan does not specify how the MVP is to be facilitated nor does it show how the audience will interact
Clarify the focus for the MVP in advance and up front
Focus is well defined and is communicated to expected audience in advance and is outlined at the beginning of the MVP. Facilitator knows the learning needs of the audience members.
Focus is well defined and is communicated to the expected audience by distributing documents in advance
Focus is not well defined and no attempt is made to notify in advance
Focus is confused and not communicated to audience prior to or during the MVP
Create definite learning outcomes (what you want participants to know or be able to do) for each session
Learning outcomes are clearly outlined. Learners have access to MVPs early. Plan includes a poll or some type of audience response every few minutes, to avoid the tendency to just keep talking.
Learning outcomes are logical but need further clarification
Learning outcomes are not relevant to participation in the MVP
No clarification of purpose or learning outcomes expected
Topic: Generic skills for facilitating Multiple Venue Productions or MVPs. Possible Tasks: Participate in an MVP
Play a lead role in designing an MVP Facilitate an MVP
Learning Goals: Understand the range of tools available within an MVP environment Operate successfully as a participant in an MVP Operate successfully as a facilitator in an MVP
Plan activities to enhance student learning (including frequent interactive activities)
Plan defines frequent interactive activities to suit a variety of learning styles. Provides all participants with diverse learning choices. Facilitator is knowledgeable of the manner in which the use of this type of instructional technology can either enhance or inhibit student learning. The facilitator is aware of the audience experiences (expert or novice) in this environment.
Plan describes some activities that would suit the majority of learning styles
Interactive activities are too few or not dispersed frequently throughout the MVP
No interactive activities - just a lecture online
Present content in a uniform and timely manner to engage with all learners
Content is presented in a logical and sequential manner that would suit the timeframe and provides a range of engagement strategies. It is clear that facilitator has benefited from being a participant in this environment. Opportunities to type in responses to specific questions on the slides are provided.
Content is presented sequentially but is too long and could be enhanced by incorporating other engagement strategies. Enables the typing of comments while listening and talking in a very "live" way
Content is logical but is too short for the timeframe. Little engagement with the learners.
Content is neither timely nor sequential and offers no engagement with the learners.
Consider participants' questions raised and comments being made
Ample opportunity is provided in the plan for the facilitator to pose and answer questions and enable comment. Clear awareness of what's going on with the learners pertaining to questions that are being raised and comments that are being made by the learners.
Some opportunity is provided for question and answer time
Little opportunity for questions or comment
No opportunity for questions or comment
Prompt regular feedback from the audiences
Regular feedback in a variety of ways is encouraged and anticipated by the facilitator
Some feedback is anticipated but it is not clear how that will be done
Irregular opportunities for feedback are offered in this design
No opportunity for audience feedback
Cater for different learning speeds
Timing of the MVP enables learning experiences at different speeds. Small group work at each venue, with large group sharing = think, pair, share activity
Role: Online and Onsite Facilitators Compilation of responses from the LearningTimes webinar on July 15, 2004
Attitude Disposition Knowledge
Cognitive information Skills Traits/abilities
Tasks Activities
Onsite Facilitator
Positive energy Engaging Versatile Good voice Sense of humor Care for students Facilitation skills Energetic
Expert SME and adult learning styles Everything going on Learning styles
Typing Technical comfort Keep all participants in mind Detail-oriented Juggle Understands teaching and learning Pat head and rub tummy Leadership Public speaking
Timekeeper Flow control Well-organized Keeps things rolling Prepare!
Online Facilitator
Online persona Appropriate sense of humor Sensitivity Patience and voice Keep yourself in the background [humble?] Better voice Positivity Technical skill
Technology Pedagogy Everything going on Knowledge of the tool being used Learning styles
Please all people all of the time Warmth Detail-oriented Organization Instructional design Intuition Leadership Ability to multi-task Quick thinking
Engage students every 35 minutes Manage chat Thorough planning Engage student
Role: Participant Compilation of responses during the LearningTimes webinar July 15, 2004
Attitude Disposition Knowledge
Cognitive information Skills Traits/abilities
Tasks Activities
Willing to learn and experiment with new learning models Patience Understanding Open Good writer Desire Flexible Willingness to move out of their comfort zone Open-minded Eagerness to interact Independent Willing to take risks Motivated to learn Pioneering Courage Forgiving Goal-focused
Technical know how All levels None necessary Do any required readings beforehand Bring all of yourself Know why they are there Basic subject matter
Tech comfort Patience Basic IT skills Quick typing helps Organized Multitask as best as they can Group/team thinking Cooperation Understanding
Stay focused Dedicated to learning Avoid interruption Stay more or less on topic Think about topic beforehand Netiquette
Role: Producer Compilation of responses from the LearningTimes webinar on July 15, 2004
Attitude Disposition Knowledge
Cognitive information Skills Traits/abilities
Tasks Activities
Communicator Unflappable Patient Relentlessly positive Supportive of panicked presenter Passion for the objectives Enjoys what they do – it will show Willing to flex Humble Lateral thinker Responsive to all online participants
Technology Knows what is to be done Clear goals Organizational How to summarize Know how best to create and share the content Design Overview of many topics Instructional design Some knowledge of the content being presented Troubleshooting the technology Selecting the technology
Diversity of techniques Organized Sees the big picture Creative Persuasive Diplomatic Omni-talented Multi-tasker Deal with expectations from everyone involved Good listener Experience in different venues Can filter the better questions Structured
Assist presenter Find the experts that can help keep everyone on task Plan, plan, plan Herding cats Writes the script Technical troubleshooting Balance audience and presenter Preparation
Reasons to Use MVPs Compilation of responses from the LearningTimes webinar on July 15, 2004
• Access for various learners – connecting people more dynamically over distance
and time. o There might be groups that you would want to bring together ... e.g.
language learners and students from that country or the combo of graduate business students + small business owners.
o Some of our instructors want to reach students on campus and those that are remotely situated.
o As distance learning librarian, I’ll be engaging in [these kinds of] blended events to our off-site campuses.
o Because it offers total flexibility for participants and moderators, and I have a feeling this will become more and more an accepted approach.
o We run a learning community for small business operators in Australia. People can participate in special presentations either by attending f2f or by joining in online.
o We want to have a means to integrate distance students with f2f students in creating a collaborative atmosphere.
o This provides more ways to spread learning -- period -- whether in a face-to-face class or conference or online class.
o • Workplace effectiveness
o I think it can be an important part of my students' learning experiences -- prepare them to be participants in virtual organizations.
o • Pedagogical effectiveness
o Increasing the actual learning at our live customer events at Microsoft. o I am always looking for ways to increase the learning in our organization. o I am interested in finding out more about how to take the best parts of
both online and f2f and create a very dynamic learning environment. o The ability to type comments while listening and talking is a huge positive
in my eyes. o I don't want to lose touch all together with my users (i.e. having them use
only "taped" instruction, but I also can't be avail 24/7 for them, so....)
• Enhancing online or f2f courses o Augment f2f learning with synchronous learning. Extending the learning
window beyond the classroom. o To be honest, I haven't been thinking about f2f, but instead adding the
synchronous element to what I'm doing online (I'm an asynch fan). o I help people to transfer their f2f programs to online. I am always
interested in how this could be incorporated into their programs. o Our company is starting to deliver our courses online and I'm looking for
ideas, best practices. We also are looking at delivering 'soft skills' training this way as well.
• Novelty factor to enhance learning
o Multiple presenters (and interaction between them) helps make the learning more entertaining.
o It’s an exciting way to connect people in different locations in a very "live" way.
