The Roles of an eFacilitator

The following roles of an eFacilitator were taken from p. 9 of the Online Tutoring e-Book. They are quite a detailed explanation of what I believe the job of eFacilitator entails.


Technologist

• Have knowledge of how tools in the learning environment work
• Have some knowledge of general computing OS (Windows and Mac at the very least but preferably linux also)
• Have an interest in new on-line tools and knowledge of the trends of internet communication

All these things allow for the facilitator to understand the experience of the student and allow for much smoother course work.

Manager

• Be able to schedule tasks
• Abide by institutional policies
• Deal with day-to-day issues in running a course

The facilitator must be able to ensure the course is run to the standard set by the institution/standards body. Meanwhile, there are certain reporting activities that must occur.

Co-Learner

• Be interested in learning new skills/developing new knowledges
• Be prepared to let the students take the lead - guide students on their journey rather than dictate what that journey is
• Chart out the course of learning

The facilitator is not just a teacher - their purpose is to create a template for learning which the students fill in.

Designer

• Must always aim to construct a community of practice
• Must be cognisant of theories of connective learning and applications of these theories in practice
• Must create a safe, warm learning environment

Without conscious planning, the on-line environment can quickly turn from one conducive to learning into a pandemonium-rich free-for-all.

Knowledge Expert

• Need to have both academic knowledge and experience in applying theories (Illinois Online Network 2007)
• Need to have a high level of information-literacy
• Can provide resources suited to all students, from beginners to more advanced

Although a facilitator is more of a guide, without detailed subject knowledge they will not be able to guide their students adequately.

Researcher

• A desire to contribute to the growing body of knowledge on on-line facilitation
• Be able to produce sound research outputs
• Possess knowledge of modern social-science research methods

There is a desperate need for more sound research on educational praxis. On-line facilitators are in a prime position to create new theories of learning that are applicable in praxis.

Facilitator

• Know when to be firm and when to be more flexible in guiding the discussion
• Know how to stimulate discussion by asking questions
• Judiciously provide answers to balance student frustration with student contribution

Facilitation is a balancing act. An on-line facilitator will need in-depth knowledge of the techniques of facilitation and theories of interpersonal communication and group processes.

Assessor

• Be creative in devising new forms of assessment
• Balance group assessment with individual assessment
• Be able to apply institutional assessment policies to allow students the greatest flexibility in assessment

Awarding of a grade is, unfortunately, one of the main objectives of modern study. The assessor needs to balance the "tick the box" approach with more creative strategies to ensure our students are actually learning.

Adviser/Counsellor

• eFacilitators often have the greatest contact with students so are the first port of call for students who are having difficulties
• Need to consider the "whole student" since on-line learners often have many extra-curricular activities that may be interfering with studies
• Above all, an eFacilitator must be motivated by a sense of compassion and a desire to help people fulfill their potential.

The eFacilitator is often to only person within an institution that the student has contact with. This means they are responsible for more pastoral care of the student than their face-to-face colleagues.

Tutor

• Be sensitive to the students' needs for individual tuition
• Balance responsibilities for individual assistance and group needs
• Be creative in devising activities to assist individual students

The eFacilitator must recognise that some students may require greater assistance because of the study mode employed. Yet, they need to balance this further assistance with the needs of other students.

Mentor

• Be available to guide newer eFacilitators
• Desire to build and participate in an eFacilitation Community of Practice

Compared with face-to-face teaching, it is comparatively easier for eFacilitators to mentor others. This is because many of the tools we use of on-line teaching are also useful for building Communities of Practice.

All your feedback would be greatly appreciated...