Facilitating random people in #edcmooc

My purpose is  to continue my discussion about network facilitation. During the last weeks I have tried to do some facilitating operations 🙂 in edcmooc. We have a lot of people there and they come from 154 countries and and I cannot imagine their motivations or interests.  I use my photo of a tree which grows by developing branches to many directions. It could be a metaphor of edcmooc.

CTAworkThere are numerous little groups in the discussion forums or around the blogs. The members move from one group to another following their own interests.

The main groups could be for instance interest to teach better or interest to develop games or understand future perspectives or …

It is called identity-based interest which is rather permanent in adulthood. Some people may follow their friends and have human bond -based orientation. Depending on their educational background participants may have academical interests or very practical ones. This description illustrates my header facilitating random people. I cannot know whom I help or confuse more in this complex emerging environment.

How to model networked learning through openness, transparency of my thinking and connecting with others?  It is experiential, and to truly understand the power of networked learning and openness, students need to participate in a highly collaborative connected culture.  So create successful learning environment for needed experiences.

Could gamification help us to develop random facilitation? Here is what Tarmo Toikkanen says in his blog.

As people find the course, they need to be onboarded. They don’t yet know if they are interested, so it needs to be immediately obvious what the benefits might be and how to start. As people sign up for the course, the scaffolding phase begins. Its goal is to minimize the time that people feel they are not really productive or understanding what’s going on. Some have called this unhappy period the suck phase (since it sucks to do that). So the suck phase needs to be minimized by providing various scaffolding, support, tips, aids, and help, so that people can quickly become familiar and productive with the course and start gaining new knowledge and understanding. After this, the course needs to make it clear how students can achieve mastery, meaning in this case how they can complete the course, excel in it, and even go beyond the minimum results.

I also liked the Different people, different ways of fun – paragraph in the same blog. Some people want hard fun and some easy fun, some serious fun and still one: people fun. There is a flower image describing these options. So, what are you seeking for in edcmooc? What about the quality of scaffolding? It cannot be quite clear and work similarly for all participants. The facilitators are not robots or are we? Is there any difference between human and robotic tutelage? Do we sometimes work in a Teacherbot-like-manner? We copy the guides from the navigation side and say: Yes you can. Yes you may. Be brave and just do it. When a human says it, it is human 🙂

One point which I consider important is recognising the critical moments in one’s learning. This is Christine’s comment in a discussion forum. I copy it because I can trust her words more than my English.

There are quite a lot of things I don’t get, and only some that I feel inclined to want to know about. That point comes, I think, when there is a good reason to want to. So before that it’s probably important to have exposure to some technologies that you’re never going to use; when a desire to use a particular form comes up, at least you may have heard of it.

The trick is not to let it make you feel inadequate. I now recognise that feeling when it starts to arrive, and have learned to talk myself out of it and live with some uncertainty and ‘messiness’. Things will unravel and then can be pulled back together.

Those sentences help me to calm down and continue my random facilitation 🙂 Thanks