FACILITATING FACE TO FACE SESSIONS IN DL

BY Mwogeza Resty Kamya Department of Distance Learning.

Common scenery in learning Institutions

OBJECTIVES
When you have completed this unit, you should be able to: devise strategies to foster effective learning, whether face-to-face or at a distance plan and implement learning activities for DL modules

Activity 1. A good Face to face learning experience

Identify a good face to face learning experience you have had in academic education at any level. What did you gain from this learning experience?

Which elements of the experience contributed to its success?

COMMENT
Divide into small groups to reflect on a good face to face learning experience and then share your observations. You can then group these under headings such as the

teacher or resource persons contribution; the

contributions of other learners; the context, or the learning resources.

Having reflected on what makes a good face to face

learning experience, you consider how these elements might be used to create a good face to face experience.

FACE-TO-FACE TUTORING
In DL the instructional material replaces the face-to-face contact, offered in conventional education. This means that the face-to-face sessions cannot be approached in quite the same way as you might approach teaching full-time students. The objectives of dialogue through face-to-face contact with DL students are the following: stimulating student dialogue; motivating students; helping students overcome academic difficulties; helping students overcome their academic problems of studying through DL

Choosing Activity Types

The following chart lists different types of group learning activities, how they operate, and the skills that they can help develop. You can use this to help

you consider options for your Module.

Activity Small-group discussions Debates Demonstration and practice Situational analysis

Allows Each group to focus on specific interests, and then share with main group so everyone can learn Development of two sides of an issue, clarification of positions Application of skills in a real or simulated setting Identification of push-pull factors, strengths and weaknesses in a situation

Uses these skills Communication, task analysis, leadership. Critical thinking, analysis, verbal communications, leadership Interpersonal skills (counselling), manual skills, applied skills (lab work) Analysis, critical thinking, leadership, communications

Case studies

Applying skills to consideration of a complex situation

Individuals or groups of learners to develop their ideas in a clearly understood way Application of interpersonal, problem-solving and communications skills in a practice situation

Analysis, application, synthesis, communications, organising tasks, leadership, problem solving

Analysis, communications

Learner presentations Role-plays

Analysis, organising tasks, leadership, problem-solving, communication

Practical factors to consider when designing activities are the:

time available for group learning number of participants

resources available to participants.

Activity 2. Review your learning plan

Review your learning plan in the light of the strategies for facilitating learning which we have covered and describe any changes you would

make, especially to your role in facilitation of a

face to face session.