Feeds, internet addresses and generous facilitators

Last night, I was challenged with fixing my blog's feed and sent out an SOS on the facilitating online course newsgroup.  Chris Woodhouse from the UK immediately offered to talk to me on Skype to help sort out the technicalities and we set the time for early this morning my time, which was in the evening for Chris.  I uploaded a new subscription chicklet using Feedburner in the meantime to see if that would fix the problem.  I still had my old version of the subscription button on the page because I was interested to see if Chris could help me figure out what I'd done wrong.

Lisa Barrett, another course participant, rang from South Australia to see if she could help. We had a lovely conversation, which of course, drifted off to midwifery. Anyone who knows midwives would recognise that the drift to midwifery topics is inevitable when midwives communicate in any medium. This morning, I bounded out of bed, ready for my Skype call with Chris, checked the emails and there was a response from Claire Thompson from Canada suggesting that the problem lies with the blog feed address. Claire had kindly tried to reinsert the feed address and the reader wouldn't let her. The subscription box wouldn't let her subscribe either. At that point, I decided to delete the old subscription button and see what happened from there.

The Skype call with Chris was great. We went back and forth from the edited Wiki participants' page to my blog, with Chris talking me through various scenarios. Very quickly, Chris identified the problem. The address on the Wiki was different to the feedburner address. Chris explained how to hover over the chiklet and right click the mouse to bring up the copy link function.  Chris then reopened the Wiki participants' page and pasted the link into the list, replacing the previous information.

Brilliant! The links to my blog on the participants' Wiki page are now functional.  Anyone can now subscribe to my blog.  I'm doing the happy dance :-)



Thanks so much to Chris, Lisa and Claire for their kindness and help. I getting to really appreciate this online community.

Rabbit holes and other ways of wasting time

This week has been my week off work designed to write articles, do some work on the PhD and catch up with the OF course. So far I've managed to do very little of any of my set tasks. I've watched and listened to the Elluminate sessions. Commented on a couple of blog posts. Read Sarah's blog entry and tried to fix the RSS feed.

The attempt to fix the RSS feed took the majority of time today.  Disillusioned, disrupted and despairing, I sent out an SOS on the news group. I've also been very caught up with the politicking on Twitter and found myself reading very interesting, but irrelevant (to my stated tasks!) articles.

Down the rabbit hole I went! 

The wonderful Chris Woodhouse has responded in brilliant facilitator fashion and will Skype with me later to see if he can help me facilitate the correction of my wrongdoing. The brilliant Lisa Barrett also rang to offer her support. Phew.

Now to the course specific details. Sarah has asked us in her post to consider the following, great as usual, questions. 

• what is online facilitation? 

 To my thinking, facilitation is about creating an environment where people can explore a topic of interest to them, gain clarity and new insights and leave the environment with higher order understanding and if wanted, an action plan. Online facilitation is doing the same thing but in the virtual world.

• What skills do you need as an online facilitator? 

Now this is where the ideas get really interesting. I reckon the same characteristics that are needed with face to face facilitation for a start.  Openness; curiosity; an ability to engage people; a well developed ability to ask interesting, open ended questions; active listening skills; interest and knowledge in the subject area. I have been arguing about this one with myself - at least in terms of the knowledge part and to a lesser degree the interest part - can someone facilitate a process online about which they know nothing and are not interested? Is being interested in the process enough? The active listening skills also include the ability to pick up tonal changes. Now if the facilitation is asynchronous and dependent upon the written word, the listening skills include the ability to translate what is being read into a way of hearing, without the airwaves how and what someone else is speaking. A sixth sense comes to mind. I could go on an on about this idea, but that is at least  a start. If anyone would like to explore those ideas further, I'm more than happy to do so.

• How does a facilitator build an online community or network? 

Building an online community or network takes time. The creation of a network and subsequently a community depends upon the existence or the emergence of a common task, interest or dream. Establishing that idea, by way of an entry point into some form of online 'watering hole' in cyberspace - then communicating through that medium to gather like minded or those with similar orientations into conversation about the topic.  That entry point could be via one of the online 'meeting places' such as LinkedIn, Facebook etc or with an online course structure or program, or even a blog, webpage or twitter account. There could be multiple entry points using a combination of those social media entities.

• What are the key things to remember when facilitating an event, meeting or education course, especially when working with people who are new to online technology? 

The provision of clear instructions, laid out step by step and taking nothing for granted is a necessary prerequisite for any online communication to take place effectively.  Sarah has provided a wonderful example of that with her comprehensive Wiki site for the course. I think you've thought of everything Sarah.  There is nothing I can improve upon.  Just perfect. Thanks.

• What is the difference between teaching and facilitation? 

I just put a comment on Jillian Clarke's blog this afternoon about this topic. I've cut and pasted what I wrote and reposted it here as I can't think of anything better to say right now.

We midwifery academics have been exploring this idea of teaching and facilitation with the theories and processes involved in student centred teaching and situation learning as the foundation of our Bachelor of Midwifery curriculum. In our view, student centred learning can be seen as more akin to a facilitation process in that it enables the student to drive the agenda, to learn what they want to learn when they want to learn it. Situated learning involves teaching on the other hand, as that theoretical base takes the position that there are certain required things (skills, competencies, knowledge, behaviours, attitudes etc) that need to be clearly taught, defined and measured so that we can produce competent midwives at the end of the education process. The students will be given information, experiences etc in a building upon knowledge skills etc way, starting with the basics. Testing and assessment is woven into every step of the process, using different modalities, to make sure they embody the new level of knowing, both cognitive and embodied/kinaesthetic (some could say that's the same thing). Students will not be able to progress until they meet the expected standards. We have chosen situated learning theory as the framework, but incorporate student centred and facilitated aspects to their educational program.

• What is netiquette?

Respectful, polite and clear communication fosters and promotes good relationships.  The rules and codes of behaviour that constitutes good manners, known as etiquette, depends upon the society. Whether people communicate face to face or online, there are spoken and unspoken rules related to that communication. In the online arena, rules regarding respectful communication are called netiquette. One of my favourite netiquette rules is the use of all capital letters in a written post is considered to be shouting and therefore rude.  I've just read a book called "Email in an instant: 60 ways to communicate with style and impact" written by Karen Leland and Keith Bailey, both partners at Sterling Consulting Group. The book is published by Career Press NJ.  I really enjoyed this little book as it gave very clear step by step information and instructions on effective online communication.

Thanks for a good week everyone, and special thanks to Sarah for the course. I'm finding that doing the course is forcing me to take action when otherwise I wouldn't.  I look forward to seeing you in the Elluminate room on Friday morning.

Jumping blogsites and showing up

I've made my first video!

This video is my response to the Facilitating Online 2010 course requirements. I learnt a lot about myself and the art of videoing during this experience. I also discovered that there are more differences than I thought between the two blogging platforms. I have found that blogger is far easier. The new template design features mean I can configure the layout to more suit my needs. I also like the follower button and couldn't figure out how to add it to the other platform.

Back to the video creation, I was surprised at how anxious I felt as I started the video filming and how self conscious I was during the video. The experience has been really worthwhile. Looking at the video, I can see how self conscious I was. That's great feedback for me and helps me to think more about my teaching style and how I come across and how I want to come across.

The list of activities Sarah Stewart our talented and social media savvy facilitator has asked us to engage in this week include: 

1. Watch the video by Clive Shepherd called "Welcome to the virtual classroom". This video explains the difference between asynchronous and synchronous communication, and explains why and how you'd use online communication.

Comment: I loved Clive's explanation of the development of communication modes and the differences between synchronous and asynchronous communication. A very clear and considered presentation. Gives some good ideas on how to present information in a video format.  The requirements for effective online conferencing and teaching were outlined succinctly. A very useful resource and one that can only enhance my thinking about online facilitation and teaching.

2. Join the 'Facilitating Online' Google email group.

Comment: I've joined the group and find the interaction very encouraging and friendly. Everyone is really positive and supportive. A wonderful way to get and provide feedback and information. 

3. Make a plan for what you want to learn and explore, and write it up (or present in another way eg mindmap, video recording) on your blog. Answer these questions. 

Comment:  So, my first foray into video recording and blogging is in this post. I'm not sure I really answered the questions following adequately in my video recording, so will ponder each question separately below. If anyone feels like giving feedback on the video, I'd be grateful to receive it.

Sarah asks:

• What do you want to learn to facilitate?  

Comment: I'm still thinking about this question. The mud is settling somewhat. I like Chris Woodhouse's focus on creativity in online facilitation. An interesting post on psychorg talked about a group who are researching creativity as a social process to solve problems; an idea which I suspect is very much in line what Chris was thinking about. 

• What are you doing now in terms of online facilitation? 

Comment: I'm privileged to teach midwifery in both face to face and online modes through the University of Newcastle.

• What would you like to achieve, change or do more of? 

Comment: I would like to make more dynamic and interesting online resources for students. I also like the idea of online meeting/education sessions, like those we have experienced with Elluminate. Many of the students are mothers, wives and employees, not to mention all the other 'hats' they wear while they study. Providing exciting, interesting and useful learning tools makes learning fun and something they want to engage with, even if it is late at night when everyone else is in bed and the house is quiet. 

and then... there is the whole political activism agenda that beckons me...

• What do you need to do or make happen to achieve your goal? 

Comment: For a start, the recipe is skills and tools, both of which this course is providing me with. Those items are the primary ingredients, but so much more is needed to make the mix just right. A healthy sackful of creative thinking and dare devil courage with a good measure of right action will make it all rise and take form.  This video offering is the beginning.