Course Overview

FLO Rubric

Successful completion of the Facilitating Learning Online: Fundamentals course requires that you take on two different roles in the workshop: participant and facilitator. Here is the performance criteria associated with each role.

Team Facilitation (Facilitator Role)

Criterion Level 1:
Incomplete
Level 2:
Competent
Level 3:
Accomplished
Plan effectively with team member(s)
  • Connects with team members late
  • Sends incomplete or disjointed communications
  • Limited availability to devote to planning
  • Connects with other team members early
  • Communicates ideas for mini-session early and clearly
  • Participates with team to create instructions, timeline and support suggestions
  • Stays connected with team and FLO facilitators - particularly at crucial times (prior to launch)
  • Reviews Activity Plan, learning outcomes and week’s topic and readings before planning
  • Proposes workable plan and helps organize how facilitation tasks will be divided among team members
Communicate goals and roles for mini-session
  • Awaits direction from others about how to participate in the development of the mini-session
  • Assists in communicating objectives, steps, tasks, timelines and what is expected of participants to successfully complete the mini-session
  • Refers frequently to objectives, learning outcomes
  • Develops an effective strategy to keep participants on-task and monitor progress
Guide participants through the activity
  • Puts minimal effort into collaborating with team member(s) to provide support during mini-session
  • Is difficult to reach when problems or concerns arise
  • Monitors mini-session activities
  • Liaises with team members to ensure questions or concerns are answered quickly
  • Identifies when reminders should be posted
  • Posts/coordinates mini-session wrap-up
  • Scaffolds the participants’ learning
  • Posts prompts or suggestions to deepen learning or to engage learners
Demonstrates strategies to encourage community
  • Does not communicate with participant groups
  • Seldom supports or encourages peer-to-peer interactions
  • Encourages communication among participants
  • Reframes questions to include the group
  • Interjects comments or questions to encourage participants to notice and build on others’ contributions
  • Structures activities that promote peer-to-peer interactions.
Reflective Practice
  • Focuses on the participants' experience, rather than consider their learning and feedback
  • Does not relate the mini session experience to personal performance as a facilitator
  • Documents the facilitation experience thoroughly
  • Shows thoughtful consideration of participants' learning and overall experience
  • Considers the intended learning outcomes when reflecting on participants' learning
  • Offers insights into personal growth and future practice

 

Weekly Participation (Participant Role)

Criterion Level 1:
Needs Improvement
Level 2:
Competent
Level 3:
Accomplished
Relevance
  • Contributions are not related to the topic or readings
  • Remarks tend to be short
  • Contributions offer new insights and prompt further discussion
  • Ideas from the readings are incorporated
  • Demonstrates understanding of readings and contributions of others
  • Takes the discussion to a deeper level by asking questions or drawing conclusions
Foster the development of online community
  • Rarely acknowledges others’ contributions, or does so without building on their ideas (e.g. “I agree”)
  • Responds only when directly questioned
  • Tends to post from a personal perspective
  • Demonstrates awareness of the role of community in learning
  • Regularly responds to other participant’s postings
  • Provides feedback each week to mini-session facilitators
  • Reaches out to help other participants when possible
  • Postings in forums are inclusive
  • Substantial and frequent contributions weave together and extend ideas
  • Frequently attempts to motivate group discussion
Engages in the activities
  • Infrequent participation
  • Little or no communication with peers or co-facilitators
  • Absent without communicating schedule or unexpected situations
  • Participates in each activity (or informs others of inability to participate)
  • Provides feedback to mini-session facilitators
  • Contributions are timely, considerate, and aim to advance learning and facilitation skills
  • Encourages others to participate, develops/demonstrates facilitator skills
Reflective practice
  • Reflections on the workshop experience and activities are infrequent or very brief
  • Regularly shares selected journal items that highlight personal learning and insights
  • Notices key ideas and strategies from both readings and colleagues, and considers implications for practice

 

This summary table is a useful way to record your weekly participation as outlined in the Rubric.

  1. Calculate your weekly score (1, 2, or 3) for each criteria over each week.
  2. What is your calculated weekly total scores? Maximum weekly total is 4x3 = 12
  3. Reflect: What are your critical strengths and areas needing improvement?
Criterion Week 1 Week 2 Week 3 Week 4 Week 5 Criteria Total
(across)
Relevance

/15

Fosters the development
of online community

/15

Engages in the activities

/15

Reflective practice

/15

Week Total (down)

/12

/12

/12

/12

/12

/60

Tip: You may want to copy and paste the table into your own document or spreadsheet.


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