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What is under the water is very different from what is above the water....

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What is under the water is very different from what is above the water....

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2. Perceived safety is often times very subjective to the individual. What one learner may view as a very safe environment, another may view as risky. This could arise, for example, in an environment where debate or discourse exists. In my experience, an instructor/facilitator can attempt to build safety in an environment by being alive to the circumstances that may lead some learners to feel at risk or unsafe, however because this is relatively subjective it is likely not something that can always be addressed.

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2. Perceived safety is often times very subjective to the individual. What one learner may view as a very safe environment, another may view as risky. This could arise, for example, in an environment where debate or discourse exists. In my experience, an instructor/facilitator can attempt to build safety in an environment by being alive to the circumstances that may lead some learners to feel at risk or unsafe, however because this is relatively subjective it is likely not something that can always be addressed.

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(Sarah)

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1. Another issue with quiet learners is that, in my experience, this can be at odds with how we view engagement in many of our learning structures and environments. Often times, engagement is measured against the amount (or lack) of participation and contribution that a learner makes, often equating higher participation with higher engagement. This assumption or measurement does not leave a lot of room for the quiet learner

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1. Another issue with quiet learners is that, in my experience, this can be at odds with how we view engagement in many of our learning structures and environments. Often times, engagement is measured against the amount (or lack) of participation and contribution that a learner makes, often equating higher participation with higher engagement. This assumption or measurement does not leave a lot of room for the quiet learner

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(Sarah)

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3.  I am ambivalent about my answer because both approaches below have worked (and have not worked). On the one hand, having one structured activity that every learner does, and helping every learner complete the activity, helps everyone deal with the risk associated with the experience and often results in learners grouping together and assisting each other. Depending on the learners, this can be a short or a prolonged length of time and interaction. On the other hand, providing several options to complete an activity can help individual learners approach the modes and mediums that inspire the highest level of comfort for them. The flip side of this is that the learners then expect those options throughout the course and have a harder time switching to approaches that push their technical and/or interaction boundaries. (Sooz)

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3.  I am ambivalent about my answer because both approaches below have worked (and have not worked). On the one hand, having one structured activity that every learner does, and helping every learner complete the activity, helps everyone deal with the risk associated with the experience and often results in learners grouping together and assisting each other. Depending on the learners, this can be a short or a prolonged length of time and interaction. On the other hand, providing several options to complete an activity can help individual learners approach the modes and mediums that inspire the highest level of comfort for them. The flip side of this is that the learners then expect those options throughout the course and have a harder time switching to approaches that push their technical and/or interaction boundaries. (Sooz)

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2.  I see this as a very relative statement. As a coach, I deal with individual risk tolerance all the time and it varies so much among individuals, triggered by so many different elements, whether psychological, physical or emotion. The challenge is 1) how to identify the perceived 'risk' , 2) the level of tolerance for the risk and, 3) what constitutes safety in the scenario. As facilitators we may or may not be able to fully address these factors and that can affect the learner's level of comfort, the level of interaction and sense of connection. (Sooz)

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2.  I see this as a very relative statement. As a coach, I deal with individual risk tolerance all the time and it varies so much among individuals, triggered by so many different elements, whether psychological, physical or emotion. The challenge is 1) how to identify the perceived 'risk' , 2) the level of tolerance for the risk and, 3) what constitutes safety in the scenario. As facilitators we may or may not be able to fully address these factors and that can affect the learner's level of comfort, the level of interaction and sense of connection. (Sooz)

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1.  One challenge I see with 'quiet' learners is the myriad number of unconscious assumptions we might make about why they are quiet. I think it is an important issue initially for the facilitator to determine why they are quiet. Are the learners away or unable to post for some logistical or timing reason? Are they shy or nervous or scared or unaware of how to respond. (see comments in #2). Are they un- or dis-engaged. (Sooz)

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1.  One challenge I see with 'quiet' learners is the myriad number of unconscious assumptions we might make about why they are quiet. I think it is an important issue initially for the facilitator to determine why they are quiet. Are the learners away or unable to post for some logistical or timing reason? Are they shy or nervous or scared or unaware of how to respond. (see comments in #2). Are they un- or dis-engaged. (Sooz)

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1. Some learners prefer to learn "quietly" - is it an issue? Why or why not?
2. How do learners feel safe - what level of risk is acceptable?
3. How can learners be helped to form connections and community in the course?