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Affective Skills and Communication Skills

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Affective Skills and Communication Skills

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Online facilitators are great COMMUNICATORS with strong  AFFECTIVE skills.  Communicator are able to share information in a variety of ways to meet the needs of their learners.  Affective skills are the modes through which information is shared, making participants feel ready to learn, while also allowing them to take risks.                                   In an online context, facilitators are  able to use tools available to them through online platforms to effectively communicate their passion for the IB the learner profile and international mindedness, an online facilitator needs to be highly positive, engaging and also uphold a lot of integrity and diplomacy so that people raising different points of view feel validated and included in virtual spaces. 

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Online facilitators are great COMMUNICATORS with strong  AFFECTIVE skills.  Communicator are able to share information in a variety of ways to meet the needs of their learners.  Affective skills are the modes through which information is shared, making participants feel ready to learn, while also allowing them to take risks.                                   In an online context, facilitators are  able to use tools available to them through online platforms to effectively communicate their passion for the IB the learner profile and international mindedness, an online facilitator needs to be highly positive, engaging and also uphold a lot of integrity and diplomacy so that people raising different points of view feel validated and included in virtual spaces. 

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Heather Michael

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Drew Shankles

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* Organization is the capability that serves as the foundation for building and facilitating workshops. *** The educator is efficiently organized in a way that inspires confidence and thoroughly demonstrates preparedness, management, prioritization, and clarity.
* Inspiring is the competency to serve as the driving force behind facilitation of the workshop.
*** An online facilitator inspires and motivates others to learn and actively engage in the learning process. Coupled with creativity, he or she can use inspirational quotes, videos, or games to transfer ownership of knowledge and stimulate interaction between and among participants.

JOB DESCRIPTION:
The Workshop facilitator is responsible for planning and organizing a workshop that is beneficial for all types of learners. The workshop leader should be inspiring in order to motivate participants to engage and collaborate. Part of the competency of organization is to plan and organize a workshop that is inspiring. A LEADING organized workshop leader inspires confidence and will have all other competencies and capabilities in place through planning and organization.

-Chris Stanley

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Do you have what it takes to an IB Workshop Leader?

Essential Skills:

Affective Skills:  WSL must be engaging positive and empathetic.  Create ways to help your participants to feel comfortable and confident to contribute.

WSL must be diplomatic to build respect and understanding.  Disagreements are common in workshops.  Build a EQ toolbox to turn disagreement to collaboration.

Reflection Skills: WSL must constantly reflect to refine their workshop practice.  What strategies can you use to help your participants reflect, but you also.  How can you improve upon each workshop?

Are you ready to be a risk-taker?

Jen Olmsted

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Capability | Description
Critical thinking | Shows ability to analyse various issues in a complex and sophisticated manner  (Rosemary)Demonstrating an ability to support participants to synthesis knowledge and consolidate understanding (Marc)
Creative thinking | Demonstrates an ability to ‘think outside the box’ and an ability to engage in different perspectives. (Rosemary)
Reflection  | An ability to inspire participants to move deeper into a level of understanding (Marc)

For Marc: An online facilitator is capable of creating group dynamics and nurturing team-work and team-building in an online workshop. He or she is able to step in when the need arises and nurture participation from those who have demonstrated limited participation or interest. He or she understands the group’s limitations and strengths, encouraging members to share their strengths and learn from others, in order to address their weaknesses.

Rosemary: The facilitator is encouraging and respectful of participants' responses. He/she encourages group engagement and sharing of ideas in a respectful manner. The facilitator also challenges and prompts teachers to engage in higher order thinking. For example, this can be demonstrated by posing challenging questions for discussion and reflection.

Shannon: I chose to focus on the Reflection and Critical Thinking skills (which overlapped with my team). They also overlap with the Online Facilitator attributes of being a Problem solver/Team Builder/ Flexible, and IBEN capabilities of Communication/Social/Thinking skills.
An online WSL facilitator, like a school teacher online, needs to try to meet the participant (educator, student) “where they are at.” By personally/professionally connecting with each individual, and continually giving feedback to their responses (using affective empathy as well as utilizing critical thinking to try to take the discussions to a higher cognitive, pedagogical level [being a "Subject Matter Expert"]), the workshops can try to achieve what Kathy Seddon conceptualized with her pentagon model of “reflecting together.”

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Being flexible is something that I see as a huge part of your role as an online facilitator.  Understanding of differing circumstances (internet connection, ability, experience..) and having the flexibility to work with participants to enable them to complete the course without undue stress.  Teachers workloads can be rather daunting at times.  Collaboration for me is key to some of this flexibility.

Allowing participants to work with different groups throughout the course to learn from and engage with others and their experience.

As a Music workshop leader creating music together in a collaborative manner is something to consider.

Use different mediums to collaboration – things like video messages on something like Flipgrid – video message more interactive than just a typed forum

In one of the first collaborative activities ask participants to draw upon their own experience – show interest in them to give them confidence.

Ensure you have researched the experience of your participants and put them in groups accordingly.

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Team Building is an important aspect for the online facilitator.  Identifying key areas of the workshop and download examples of student work samples, videos or photographs. This might engage the participants and enable them to make connections to their own classroom.  Encourage participants to share an event that was successful in their classroom, focusing the attention on something they view as positive could help also encourage them to engaged.

This is an example of something I would post to participants about how we can introduce the learner profile attributes in the early years. I would give them example of the song and directions that would go with the page. It is likely they are doing something already or similar to invoke conversations and questions.

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To describe the two skills that require application when facilitating a workshop, I have used the documents on the roles and responsibilities of the online facilitator, the Effective Online Facilitation (Australian Flexible Learning Guide), and the IBEN Capabilities doc. See the attached infographic.

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-Jen, Jodie, John, Kim, Laura

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https://docs.google.com/document/d/1u3lzkayPcKB8PTl3Z6DDiREJal4Thh8z5bMcUZlXgfs/edit