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I learned a bunch of new techniques for mitigating online teaching/facilitation energy drain from @palomacmedina on MARCH 9TH (aka, just in time!)
What she taught me *completely* shifted my approach to workshops, and it's been a game changer for me as facilitator. Like— https://twitter.com/fitch_kate/status/1339692331109240832
What she taught me *completely* shifted my approach to workshops, and it's been a game changer for me as facilitator. Like— https://twitter.com/fitch_kate/status/1339692331109240832
No more breakout rooms. NEVER AGAIN.
IRL, I can read what's happening for folks as I walk around the room and make adjustments. In breakout rooms, it's completely opaque to me.
Are we going too slow, or too fast? Is anyone paired with an uncooperative participant? No idea.
IRL, I can read what's happening for folks as I walk around the room and make adjustments. In breakout rooms, it's completely opaque to me.
Are we going too slow, or too fast? Is anyone paired with an uncooperative participant? No idea.
As facilitator, I would be WRECKED after a workshop with breakout rooms, so I knew it'd be unsustainable to do them when everything became 100% remote. Instead, I now use "front of the room" exercises.
Sound awful? Turns out, it's surprisingly better for attendees, too—
Sound awful? Turns out, it's surprisingly better for attendees, too—
"I was glad that the practice sessions were done in front of
the group, rather than in breakout sessions–I feel like we
all lose the opportunity to learn from each other when that
happens, and lose out on the chance to interact with the host (who is bringing the most expertise!)"
the group, rather than in breakout sessions–I feel like we
all lose the opportunity to learn from each other when that
happens, and lose out on the chance to interact with the host (who is bringing the most expertise!)"
I kept all of the heads-down introspection + silent brainstorming exercises the same as IRL workshops, so folks still have a chance to think quietly throughout.
The balance is great. And I'm not dead tired afterwards, AND I am able to speed up/down/answer q's more effectively.
The balance is great. And I'm not dead tired afterwards, AND I am able to speed up/down/answer q's more effectively.
So YES, remote learning is a million times more exhausting, for both participants and facilitators. I encourage teachers to experiment with new types of exercises, to mitigate this.
And it can be a more equitable/engaging experience for participants overall—
And it can be a more equitable/engaging experience for participants overall—
Recent workshop feedback form: "I was pleasantly surprised that I'd prefer the zoom setting than an in-person one. The activities are more centered, and everyone can see what is going on." 
Other adjustments I've made:
- cap workshops to just 12 participants so everybody actually has a chance to practice
- "hot potato" participation in exercises, so attendees are picking each other or volunteering
- 10 min of EVERYONE sharing one "ah ha" moment at the end, then Q&A
- cap workshops to just 12 participants so everybody actually has a chance to practice
- "hot potato" participation in exercises, so attendees are picking each other or volunteering
- 10 min of EVERYONE sharing one "ah ha" moment at the end, then Q&A
What's stayed the same:
- hiring a facilitation assistant to help me keep track of time, monitor chat to answer q's (I just can't, on top of teaching + reading the room over video), give me feedback afterward
- literally all of the content
- hiring a facilitation assistant to help me keep track of time, monitor chat to answer q's (I just can't, on top of teaching + reading the room over video), give me feedback afterward
- literally all of the content
I've done nearly 50 online 2-hour workshops since March, and they are SO GREAT. It feels like we've figured it out. Folks still learn a ton, get some practice, have takeaways to immediately implement. Feedback is overwhelmingly positive. And I'm not dead afterward. :)
