For SABES DL facilitators

1. Facilitating Moodle
Courses:
The Keys to Effective
Online Instruction
SABES is funded by the Massachusetts Department of
Elementary and Secondary Education, Adult and Community
Learning Services

2. Tutorial Objectives
After completing this tutorial, you will be
able to:
• Describe important differences between
online and face-to-face facilitation, with
an emphasis on communication
• Monitor participation and describe why
and how to communicate with
participants before, during, and after the
course in order to maximize retention and
participants’ satisfaction with their online
experience
• Manage and post to the discussion forum
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3. Tutorial Materials
Examples of supporting materials are referenced within
the lessons. [Click to download the Facilitating Moodle
Courses Materials – link to rtf doc to be added in final
production] so you can refer to it as you move through
the tutorial.
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4. Lesson:
Fundamental Concepts
Objective:
After completing this lesson, you will be
able to describe similarities and
differences of online and face-to-face
facilitation.
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5. Topic 1: Comparing Online
and Face-to-Face Facilitation
First, some terminology:
• Online learning -- Learning that takes place on the
Internet, away from a physical classroom. Learning
can be synchronous (facilitator and participants
online at the same time) or asynchronous; self-paced
(participants study on their own schedule without
interacting with a facilitator or other participants) or
facilitated, or a combination. Also called distancelearning and e-learning.
• Face-to-face – Facilitator and participants are
together in a room. Also called in-person, classroom5
based, and traditional.

6. Topic 1: Comparing Online and Faceto-Face Facilitation
The online environment is becoming a more
commonplace platform both for teaching and
learning, and its popularity has increased
exponentially and continues to grow.
The Internet has made it easier for anyone
to study and for anyone to teach
online, but teaching and learning online is
very different from teaching face-to-face.
New skill sets may have to be learned by all.
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7. Topic 1: Comparing Online and Faceto-Face Facilitation
Because you already have
experience as a face-to-face
facilitator, and probably also as
a participant, you have skills
and knowledge that are
transferrable to facilitating in the
online format.
• Reflect on factors that led to your own successful
facilitation of either face-to-face or online workshops, as
well as from your perspective as a participant. Include
the following questions in your reflection:
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8. Topic 1: Comparing Online and Faceto-Face Facilitation
• What do you do to maximize the probability that
participants:
– understand your instructions?
– participate at a certain level of quality?
– stay in the course?
What are the implications for you as an online
facilitator?
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9. Topic 1: Comparing Online and Faceto-Face Facilitation
Let’s revisit the chart from the Moodle for SABES
Practitioners tutorial comparing the two formats, but this
time, take the perspective of a facilitator. As you review
it, think:
• Which aspects of facilitation will you have to adapt? If
you’ve already had the experience of being an online
learner, include that in your consideration.
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10. Topic 1: Comparing Online and Faceto-Face Facilitation
Face-to-face has:
- a set schedule for class meetings
- immediate feedback in class
- class discussions are by speaking face-to-face
- class discussions are by speaking face-to-face
- individual student may or may not participate regularly
Online has:
- a flexible schedule for participation (with due dates)
- 24 hrs to receive feedback
- class discussions are online by writing and reading
- the need for each student’s participation to signify
presence
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11. Topic 2: Communication
Communication and interaction are essential elements
of a successful online course. One of the most common
complaints is that the facilitator did not have a
presence.
From the first time you meet a participant (offline or
online), it is important for them to perceive you as safe
and supportive rather than unavailable or disengaged.
Your pro-active engagement with
participants is essential. This is
especially true since many participants
may be new to online learning and
feeling nervous and afraid of appearing
to be incompetent.
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12. Topic 2: Communication
Due to the differences in ways to communicate in
face-to-face and online courses, it is important for
facilitators to pay special attention to:
• clarity regarding expectations and
participation
• compensation for interpersonal
connections and reinforcements
• motivating participants
• promotion of social interaction
• encouragement of reflection
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13. Topic 2: Communication
Think about your response to the following:
• Review this lesson, paying special attention to the
Communication topic. Which aspects of facilitation will
you have to adapt?
Specific suggestions will be covered in this tutorial.
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14. Lesson:
Before the Course
Objective:
After completing this lesson, you will be
able to describe why and how to
communicate with participants before
the start of the course.
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15. Topic 1: The Welcome Email
If the course you are facilitating is 100% online, your first
contact will likely be by email. Send a welcome email
message a week in advance of the course start. This
accomplishes the following important goals:
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16. Topic 1: The Welcome Email
• Officially begins your relationship with participants
• Reminds participants when the course will open and
close so they begin to think about planning their time
• Sets the tone for the course
• Emphasizes the value of learner voices and input
• Sets expectations for communications, including how
and when participants can contact you, and the schedule
of assignments
• Communicates resources and contacts for content and
technical support so potential barriers to participation can
be addressed right away
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17. Topic 1: The Welcome Email
• Refer to the Facilitating Moodle Courses Materials
you downloaded at the beginning to find the Welcome
Message Example.
Your course may be hybrid, beginning with a face-toface session that is followed by an online session. Send
a message as soon as possible after the face-to-face
session (the same day is best) in order to address the
relevant goals listed above.
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18. Lesson: During the Course
Objective:
After completing this lesson, you will be
able to describe why and how to
communicate with participants during
the course, check participation, and
facilitate discussions.
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19. Topic 1: First Week Check-In
Within the first few days, check in with each participant
individually in order to create a personal relationship, and
to find out about difficulties so they can be addressed
quickly. You can also find out and respond to individual
interests with resources, as well as invitations to share
with the group in appropriate forums.
• See the Facilitating Moodle Courses
Materials for the First Week Check-In
Message Example.
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20. Topic 1: First Week Check-In
Maintain a Facilitators Attendance Sheet to keep track
of responses you receive. If you do not receive a
response within a day or two, telephone to follow up.
• See the Facilitating Moodle Courses Materials for the
Attendance Sheet Example, along with the Attendance
Sheet Blank for you to use.
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21. Topic 2: Email Reminders
According to the schedule in your welcome email, send
reminders of assignments, and address issues and
interests relevant to the group.
• See your downloaded document for the Reminder
Message Example.
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22. Topic 3: Using Reports to Monitor and
Support Participation
Monitor participation and keep track on
your Facilitators Attendance Sheet.
As applicable, monitor discussion
boards and quizzes, and give feedback
and grading as needed according to
your course’s syllabus.
Following are several reports that may be useful to
you.
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23. Topic 3: Using Reports to Monitor and
Support Participation
Access all reports from your Moodle home page on the
left-hand menu.
To access them, click:
Navigation > Courses > My course > Reports
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24. Topic 3: Using Reports to Monitor and
Support Participation
Log reports: You can see which pages participants
accessed, the time and date they accessed them, the IP
address they came from, and their actions (view, add,
update, delete).
To access them, click:
Navigation > Courses > My course > Reports > Logs
To generate a log, select any combination of group,
student, date, activity and actions, then click "Get these
logs“.
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25. Topic 3: Using Reports to Monitor and
Support Participation
Following is an example log report:
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26. Topic 3: Using Reports to Monitor and
Support Participation
Participation report: This is to view a participation report
for a particular activity.
To access it, click:
Navigation > Courses > My course > Reports >
Participation report
To generate this report, select any combination of
Activity module, Look back, Show only, and Show
actions, then click "Go“.
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27. Topic 3: Using Reports to Monitor and
Support Participation
Following is an example participation report:
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28. Topic 3: Using Reports to Monitor and
Support Participation
An extremely useful feature of the participation report is
the option to send a message to all participants who
have not completed a certain action.
To do this, click the check boxes to select the
participants, then click the drop-down next to “With
selected users,” click “Send a message,” then “OK”.
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29. Topic 3: Using Reports to Monitor and
Support Participation
Quiz report: This is to view a report on a particular
lesson’s quiz.
To access it, click:
Navigation > Course > Lesson > Quiz name
Then in the
Administration
section,
click “Results”.
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30. Topic 3: Using Reports to Monitor and
Support Participation
To generate this report, select any combination of
Attempts from, Attempts that are, Show only attempts,
and the display options, then click “Show report".
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31. Topic 3: Using Reports to Monitor and
Support Participation
Following is an example quiz report.
Table headers, participant names, individual grades and
questions are clickable to sort or get a more detailed
view.
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32. Topic 4: Participants Who Fall Behind
It is important to contact participants who fall behind in a
timely manner so that they do not get so behind that
they give up.
Often there is some extenuating situation. If your course
allows some flexibility, you can work out a solution
together. For example, you cannot negotiate the end
date of the course, but you could negotiate the due date
for a specific assignment.
• Refer to your downloaded
document to find the Fallen
Behind Message Example.
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33. Topic 4: Participants Who Fall Behind
For participants that start the course
so late or fall so far behind that they
cannot complete, you may suggest
that they take the course the next time
it is offered. They will need to start at
the beginning of the course.
We do not extend course deadlines
out of respect for those who do
complete the course on time, and for
SABES staff who usually are
supporting concurrent DL courses.
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34. Topic 5: Facilitating Discussions
Your course may include online discussions. As you
know from your experience, it is important to facilitate
discussions so as to encourage active participation,
feedback, and dialogue.
Respond to each participant at
least once so they see that you
notice and appreciate their
participation.
Keep track on your Facilitator’s Attendance Sheet to
avoid inadvertently neglecting to respond to anyone.
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35. Topic 5: Facilitating Discussions
Following are brief, helpful tips and strategies to keep in
mind. Click to visit them. They will open in a new
window. When you are done, close the window and
return here.
• Ten Tips for Effective Online Facilitation
Ten Tips for Effective Online Facilitation
• Strategies for Engaging Discussions
• Examples and Ratings of Facilitator Responses
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36. Topic 5: Facilitating Discussions
• Keeping in mind the material covered in this topic,
reflect on the following:
– How might online discussion forums enhance the
teaching and learning environment?
– What are some pitfalls of online discussion
forums?
– What can you do as facilitator in order that a
sense of community may exist, and productive
social interaction can occur in the discussions?
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37. Topic 5: Facilitating Discussions
• If you’ve participated in an online discussion before,
think of possible contributing factors for your
responses to the following:
– What were some positive aspects of your
experience?
– What were some negative aspects?
– What was your level of connection with the other
participants in the discussion group?
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38. Topic 5: Facilitating Discussions
For more on this topic, the following are optional
materials you may choose to check out:
• See your downloaded document for Choosing an
Appropriate Voice
• Click to view the videos Efficient Online Teaching by
Beth Dobler Part 2 and Part 3
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39. Lesson:
End of the Course
Objective:
After completing this lesson, you will be able
to describe some important items to
communicate with participants at the end
of the course.
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40. Topic 1: Wrap Up
A week before the course’s end, email participants to
remind them:
- of the course’s closing date and time, no extensions
- to review the syllabus and make sure to complete all
requirements
- to download any materials they want to have access to
after the course ends
• See your downloaded document for the Wrap Up
Message Example.
If any participants have assignments due, contact
them individually to offer support as needed.
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41. Tutorial Summary
• Read the following list and mentally
review the main points of each.
During the Course
Fundamental Concepts
• First Week Check-In
• Comparing Online and
• Email reminders
Face-to-Face
• Using Reports to Monitor
Facilitation
and Support Participation
• Communication
• Participants Who Fall
Behind
Before the Course
• Facilitating Discussions
• The Welcome Email
End of the Course
• Wrap Up
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42. Tutorial Summary
Keeping the main points in mind, reflect on the following
questions. You may choose to note down your
responses.
• What do you plan to do to maximize the probability
that participants will:
– understand your instructions?
– participate at a certain level of quality?
– stay in the course?
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43. Tutorial Summary
Are there any questions you have about facilitating
online courses that haven’t been addressed? Feel free
to contact the SABES Central Resource Center director:
http://sabes.org/crc/
We hope you have a
positive online
facilitation experience!
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