# data[].attributes.body
I've been using dropbox to organise my resources by area of exploration (for language and literature) and by assessment vehicle. Powerpoint presentations which clearly state the objective of each session have worked well for me. I have a very full timetable at the moment and too much marking so have yet to make myself familiar with the IB's workshop platform. My confidence will doubtless grow when I do and the competencies will fall into place but right now I am anxious, simply from a technical point of view, about how I will promote collaboration, do sample grading exercises, develop an individual relationship with each participant etc.

# data[].attributes.headline
Effective communication when your participants can't actually see you??? Worried!

# data[].attributes.subject
Effective communication when your participants can't actually see you??? Worried!

# data[].attributes.body
With my last few online workshops which have been delivered via zoom I've made a strong effort to be as human as possible. I've tried to communicate as naturally as possible with my participants and have avoided using green screens or fake backgrounds etc. and it seems to have worked judging by the feedback. Initially I was worried that there would be too much of a 'talking head' situation but it doesn't seem to have been a problem. I've also been able to give my participants as much opportunity as possible to communicate with me and with each other using breakout rooms, recording individual contributions, screen-sharing and using the chat function. So I must confess to being worried about using a platform that makes me invisible. I've been reading what other groups have written here and their advice about how to make communication with participants as genuine and real and human as possible but I confess to being worried.

# data[].attributes.body
IBEN Capabilities:  Chloe Heather.

Communicator:

“He/she communicates with depth and insight to impact, influence, and inspire.”

The  importance of effective communication is obviously central to all teaching and learning. The crucial element in on line workshop leadership is the increased possibility for misunderstanding due to the lack of visual cues such as body language and facial expression in particular. There is a much higher risk of tone and register being misunderstood and a much higher likelihood of cultural differences, language barriers leading to potential sensitivities.

Providing feedback needs to be very carefully considered-  the intention to provide constructive advice may be misread, either through being too effusive in praise or interpreted as too harsh and demotivating. In short, all the potential problems that can happen so easily face to face in a classroom and in a workshop can be magnified on line.

Effective communication would be as neutral as possible in tone, avoid ambiguity by avoiding attempts at humour which can be misread. A balance would need to be struck between praise for the ideas expressed, correction of any serious misunderstandings, and ways forward suggested without criticism where there was potential for further development of the participant’s understanding.

The facilitator must keep language simple and straightforward and adopt the language used by the IB as much as possible to avoid misunderstanding.

Organiser.- I picked this first but then looking at other groups see many people have also picked this and I have nothing additional to add to their thoughts. I still think it is crucial.

Creative thinking

“It leads to innovation and flexible new ways of doing.”

It is clear that effective and thoughtful preparation needs to happen before the workshop. However, to fully engage the participants and keep them on board, there need to be additional elements which are a response to the subject knowledge, the dynamic of the group,  and do not depend purely on generic activities. Opportunities need to be created to respond to the creative thinking of the participants, break out groups, chat,  sharing ideas. Problem solving can generate creative thinking.

By the end of the workshop the participants need to feel as though they are walking away with the ideas, skills, confidence and motivation to improve their practice.

I am still reflecting on how we, as leaders, can ensure that the on line workshop moves beyond the generic to ensure new ways of doing.

# data[].attributes.body
Summary of Responsibilities:

·      In communicating the IB mission with an emphasis on international-mindedness and the learner profile, the facilitator ensures an accessible, engaging and equitable teaching and learning environment

·      Adheres to the facilitator course checklist

·      Communication -content creation -assessments

·      Clearly communicates the learning outcomes for the course

·      Establishes a clear picture of how each element of the course is meant to contribute to those outcomes.

·      Develops and delivers a comprehensive online workshop filled with activities for learners to participate in professional learning, dialogue and collaborative projects

·      Promotes collaboration

·      Fosters support and participation

·      Facilitates the activities and assessments

·      Remains objective and demonstrates a respect for multiple perspectives.

Demetra Tzevelekos

# data[].attributes.body
A workshop leader must be organised. There are a number of tasks to complete prior to the event to allow participants to be well prepared for the workshop, and to also ensure they feel welcomed and comfortable to begin. During the workshop the leader should provide a clear agenda and resources needed for each session/activity. A wiki could be used to assist participants in locating important resources and documents on MyIB as referred to by the leader. As a participant I want to know that the leader “knows their stuff”. Teacher time is precious time. A workshop leader should provide clear objectives and outline aims for the sessions, giving sense of security for the participants.
It is also important to balance this organisation with opportunities to work collaborative and think creatively. We don’t want to schedule things so tightly that there is no room for discussion or sharing. Collaboration is essential in arts education as well as all areas of teaching and learning. Working in an online platform it is important to allow opportunities for participants to learn in this way- this could be through breakout groups. Activities and sessions could be structured in a way that allows for group discussion, sharing tips and tricks that work for your students or even some tasks that require creative problem solving.

Lauren Cullimore

# data[].attributes.body
Team builder:
This is a key characteristic of a facilitator, even, or perhaps especially, in the online environment. This goes hand-in-hand with the the Inspiring characteristic. Presenting material is useful, but facilitation means using discussion so that participants to make connections with each other, and in turn make connections with the material.
Research:
In addition to the interpersonal work of facilitation, Research is also very important for a facilitator. The ability to gather and organize information efficiently, helps a workshop flow by making information accessible and clear.  A well-planned and well-researched session gives participants confidence to make the content this own and bring their learning to their classrooms.
I think that it's my goal with each professional development to dive deep into a topic, present with clarity, and give participants a collaborative experience.

-Liz Szylejko

# data[].attributes.body
For participants, inspiration begins in the first moments of a workshop and for facilitators the test can come as quickly as that attendance roll call. We've referred to it as the 'hook' for years, but honestly, participants need to feel that the workshop can offer a good return on their time and energy .. that they will walk away with more than a run through of a new guide. Structuring that 'hook' (be it a problem, a muse, a flash...) is the foundation for effective team-building, collaboration, communication to follow.

And then comes team-building which for me is more of an umbrella label that hosts communication, open-mindedness, flexibility and problem-solving. 'Reading the room,' as it were, involves all of the above.. grasping what participants need, what they want, and how to adjust on the fly (just as we do in any classroom) always seems the challenge in workshops... especially when we've invested hours structuring a PowerPoint and agenda that crams much into limited space.
–– Lynn Krumvieda

# data[].attributes.body
An organised communicator and highly adaptable individual:
The online facilitator must be able to prepare all course materials beforehand, maintain materials and access to materials/webpages/documents and so on during the course. The ideal person would be able to prioritise tasks and be able to process information in a way that promotes clarity.  Additionally, the person must be flexible so as to be able to adapt to changing conditions or unforeseen problems.  The facilitator will have prepared as much beforehand as possible.  During and after the course, the ideal leader will reflect upon the experience and be able to respond to issues that arise and be able to reflect upon what went well and what could have been better and implement this into the next workshop.

# data[].attributes.headline
IBEN CapabilitiesCreative ThinkingCreative thinking that encourages and promotes the generation of new ideas and solutions which take into account multiple contexts and perspectives.  It leads to innovation and flexible new ways of doing.Competencies of an online educator Team BuilderAn 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.Job DescriptionThe online workshop leader can support the group in team building and developing creative solutions to problems, by for example collecting problems/concerns/burning questions” from participants one day (eg via padlet) and then bouncing these to different groups the next day with the brief to suggest three creative solutions to the problem.  Alex

# data[].attributes.subject
IBEN CapabilitiesCreative ThinkingCreative thinking that encourages and promotes the generation of new ideas and solutions which take into account multiple contexts and perspectives.  It leads to innovation and flexible new ways of doing.Competencies of an online educator Team BuilderAn 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.Job DescriptionThe online workshop leader can support the group in team building and developing creative solutions to problems, by for example collecting problems/concerns/burning questions” from participants one day (eg via padlet) and then bouncing these to different groups the next day with the brief to suggest three creative solutions to the problem.  Alex

# data[].attributes.headline
Critical thinking and Collaborative Communication 

# data[].attributes.subject
Critical thinking and Collaborative Communication 

# data[].attributes.body
Competencies of an online educator
Collaborative Communicator
The pedagogical role of an online facilitator during the workshop is to facilitate conversation, set up collaborative opportunities and provide critical and constructive feedback to individuals and groups as needed throughout the learning engagements. |

| IBEN capabilities
Critical thinking: The educator effectively demonstrates synthesis of ideas and goes beyond personal experience. He/she also always inspires others to discover new and deeper understanding.

Job Description One way to do this during the workshop is to read through collaborative discussion posts and guide participants to construct understanding by asking provocative questions and highlighting the experience and creative, critical insight of participants to lead educators to deeper understanding.

Lauren Borodenko