The proposed resource must have:
- delivered a minimum of 60 training days within the last 3 years as a training facilitator as of the closing date and time of the resulting request for proposal
- if online training facilitation is part of the requirement, delivered a minimum of 60 training hours within the last 3 years as an online training facilitator as of the closing date and time of the resulting request for proposal
- Online facilitation:
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Involves managing learners and learning through an online medium such as virtual classroom applications. It also refers to the management of online communication between learners by a facilitator. In this regard, online facilitation aims to:
- focus on web content
- set up an interactive structure that recognizes the social and interactive elements necessary for the:
- acquisition of knowledge
- pedagogical approaches that enable learner centered, rather than facilitator driven learning
There are 2 main types of online facilitation:
- Asynchronous: methods of communication such as discussion forums, electronic message boards and e-groups in which the facilitator acts as a moderator by reviewing participant messages offline and posting administrative messages
- Synchronous: events in which the facilitator works in real time, leading or assisting in the delivery of instruction to learners within a virtual classroom application, through:
- presentations
- discussions
- interactive exercises
- use of slides
- whiteboard
- application sharing and document review
- other tools and techniques commonly associated with virtual classroom applications
Means of online facilitation
Means of online facilitation include, but are not limited to the following:
- virtual classroom application software
- static text
- threaded or unthreaded discussion boards
- instant messaging or chat
- live voice or video
- provision of links to other content sources or resource lists
- non-virtual means, such as phone support
Required services or tasks
The required services/tasks may include, but are not limited to the following:
- become familiar with the course content prior to course delivery
- attend the train-the-trainer sessions, dry run and pilot tests
- contribute suggestions towards course improvements or revisions
- deliver training by:
- guiding learners through course materials and training activities (for example, problem solving, information sharing), and focusing on key points
- critiquing work/thinking in a supportive fashion
- promoting interactivity and discussions
- maintaining a pace suitable to the course schedule
- creating and fostering a collaborative and safe environment for participants
- motivating learners to take responsibility for their own learning
- catering to different learning preferences and learner needs, finding the optimal balance between private email and public discussions, and encouraging collaborative work, learner-to-learner discussions and group discussions
- moderating and/or managing discussions, encouraging and gently guiding the discussion, planting ideas or starting new topics, and managing differences of opinion or perspectives effectively
- sharing information and resources with the group
- answering participants’ questions and providing help when required
- help learners make the transition from private 1-on-1 email to group participation
- assist learners to become comfortable with systems and software
- check for copyrighted material that shouldn’t be posted without permission of the author
- provide course feedback reports
