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good use of humour and making meaning through drawing a mindmap that is built through both trainer and participants' contributions. That's a good wrap up.

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Discussions can only be healthy and beneficial for both facilitator and participants if the latter do their part by looking at the lesson materials beforehand. With PACE now cutting down F2F lessons to only a two-hour tutorial, followed by a one-hour mass lecture (as I understand it most modules are converting this into a 1 hour flipped-class approach cum SDL cum self-assessment), F2F lessons have become more and more challenging to facilitate. What happens if students miss F2F classes because of occasional work commitment, how do we help them? Following MOE's framework, more and more online learning/SDL is expected as well. Julian's concern is very, very real.

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Can facilitation be done effectively online? How do adults take to online facilitated learning (via blogs, forum threads, even Padlet, etc.)? What are some good online tools for facilitation?
It makes sense that facilitation should be done during face-to-face sessions, as it usually involves higher order thinking (making meaning, drawing connections, etc.). But with an increasing move to use blended learning approaches, can the facilitation process be done online, or should the traditional flipped learning approach (learning the content at home, and discussing analyzing in class) be stuck strictly to (for optimal learning)?

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Liked the way connections were drawn to reinforce key learning points and to make meaning.
The summarising of learning points was also largely smoothly and organically drawn from the contributions/sharing of participants.

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I think there is a lot of value in getting students to think of their own questions to ask. This helps them clarify concepts (in order to ask a meaningful question) and also learn from one another (when they attempt to answer a purposeful question from a classmate)

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How do we continue to facilitate to draw out genuine insights from the participants without seeming to be playing "what's on the teacher's mind?"

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I like how you built in contributions from the participants in a very naturalistic way and you kept the momentum going in a flow state so that the participants continue to stay engaged, while still continuing to cover the learning points progressively

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Are all the videos uploaded the same? They seem to be repeats of each other when clicked on.

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Thank you for sharing how these key strategies will play out in an adult learners classroom. I like the use of humour to engage those who might be distracted. I like how you make the learning space casual and address the learners' needs for coffee and breaks. It felt like you had good presence and moving around helps

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Video 1 - liked the way you engaged them and got their views even at the organiser stage. 

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Video 1 - liked the way you engaged them and got their views even at the organiser stage. 

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Video 3 - liked the way you moved into the learner area to engage and build rapport. Use of humour (the wife joke) was a nice touch too. On the content front, getting the participants to share their views was great so as to get the viewpoints from different backgrounds.
Video 5 - how you `smiled' when the participant said he wasn't following. Happens in adult classes.  No point getting upset. Instead just move on.

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Well - how was I doing - what could I do better and how?

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Well - how was I doing - what could I do better and how?