Facilitation is facilitation is facilitation. Right? Well, not quite.
In her interview Designing Engaging Remote Workshops with Gwyn Wansbrough, Nathy Ravez works to understand how online learning is different from in person learning, and how to facilitate in this unique space to maximize learning. Gwyn points out that virtual audiences don’t have the same non-verbal cues. They ask themselves, “Do I trust this facilitator? Do I belong? Do I have something to offer here?”
An intentionally designed and facilitated learning experience – grounded in dialogue education principles, naturally – can be a thought-provoking and engaging opportunity. Until it isn’t, because sometimes too much of a good thing is no longer a good thing. As an educator once shared with me, “At a certain point, the sponge is full and students aren’t able to be present to learn.” The sponge is full, and when that happens, the learner struggles to focus on the content.
Most of us have a book or two full of energizers. I have many! They are full of page after page of short activities that are meant to be fun and funny. Sadly, in my experience they often make me feel silly and uncomfortable. Worse yet, they sometimes seem disrespectful. I’m left feeling, “Why are we doing this? When will the learning start.”
As a 30-year experiential education practitioner (think challenge course, ropes course, group initiatives, etc.), I have had numerous opportunities to dig into my experiential toolbox and select an activity to match my group’s energy or need. I say activity intentionally, as these tools are not learning tasks per se, but interjections into the group flow to enhance the learning experience.
These opportunities have taught me to be thoughtful and purposeful in my selection, as the right tool serves to either ease tension and anxiety, get the group ready to learn, or provide a brain-break away from the learning. The wrong tool – used in the wrong situation or at the wrong time – can negatively impact a group’s safety and ability to be present for the learning.