Facilitating Learning (B)

IO2: Digital Competency Framework

This section concerns the delivery and facilitation of learning experiences using digital means, whether the learning is primarily from digital or real-world resources and interaction, or from a mix of both (e.g. ‘blended’ or ‘flipped’ learning or digitally-mediated facilitation of learning from practice or independent study).

B1. Manage learning processes.
  • Monitoring and ensuring that the balance between learner-directed, software-directed and facilitator-directed activity is appropriate to the context of the learning and to learners’ needs and abilities

  • Using appropriate levels of structure, input and intervention (‘scaffolding’) to support learning

  • Maintaining and adjusting the balance between different types of activity and resource to: Support the achievement of learning objectives; maintain motivation and flow; support reflection and consolidation; accommodate the needs abilities and preferences of learners; and respond to different learning contexts.

B2. Facilitate digitally-mediated learning.
  • Using digital channels and platforms that are accessible and appropriate to learners’ contexts

  • Providing content in forms and formats that are relevant, accessible and motivating to learners

  • Combining different types of activity, including synchronous and asynchronous activity, to maximise engagement and learning

  • Encouraging learners to seek out additional resources, make effective use of them, and where relevant attribute them correctly

  • Providing learners with space to develop solutions and manage their own learning

  • Encouraging communication through relevant channels while preventing information or work overload.

B3. Make interventions and provide feedback to support learning.
  • Anticipating the need for intervention and support

  • Intervening effectively where necessary to support learning and maintain motivation and flow

  • Providing constructive feedback at appropriate, agreed points

  • Ensuring that learners are able to ask questions and request support easily

  • Responding promptly to questions and requests for support.

B4. Support the development of learning communities.

Learning communities may exist within or across for instance course cohorts, work organisations or professional groups.

  • Facilitating communication and peer support between learners using platforms and channels that are accessible and appropriate to learners’ contexts

  • Agreeing rules of engagement and if necessary the principles and processes for ensuring that they are followed

  • Encouraging learners to explore different synchronous and asynchronous means of communication

  • Encouraging learners to collaborate, share resources and information, and provide feedback and support to each other

  • Encouraging learners to form digital communities and support networks with regular interaction.

B5. Maximise the participation of all learners.
  • Taking account of the context/s of the programme, intervention or session and the characteristics and abilities of learners

  • Taking account of, and where relevant supporting the development of, learners’ levels of digital literacy and competence

  • Using technology to monitor the participation, level of understanding and progress of learners

  • Responding flexibly and effectively to different needs, contexts and rates of progress

  • Making adjustments, providing assistive technologies and providing individual interventions to support needs that have not been met through the design of the learning experience or resources

  • Seeking support from colleagues and specialists to identify and implement relevant solutions.