robert davies colf assessment

of 21 COLF Ass v7.0 1012

© 2015 Learning and Performance Institute – COLF is a registered trade mark of the LPI

STRICTLY CONFIDENTIAL

Certified Online Learning

Facilitator

LIVE ASSESSMENT REPORT

Name: Robert Davies

Date: 26th February 2015

Course: Baltic Training Group 1

Assessors: Michelle L Parish

COLF Live Assessment Report



Certified Online Learning Facilitator

Live Assessment Report

COLF Live Assessment Version: v10.0

Authors: Michelle Parish, Colin Steed

January 2015

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COLF is a registered trade mark of the LPI.

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LIVE ASSESSMENT RESULTS

STANDARD ACHIEVED

Target Actual Devn

16 15 1

50 43 7

44 36 8

42 42 0

20 18 2

32 32 0

28 27 1

26 20 6

258 233 25

KPI 90%

KPI Summary

COLF Assignments and Learning Journals

Session Set Up, Learner Welcome and Reception

Opening the Session

Facilitating the Session

TOTALS

Closing the Session

Mastery of the Web Conferencing Technology

Visual Impact/Quality of Materials

Vocal Quality/Impact

Explanation of grading: KPI 95% or above ‘Achieved with Distinction’; KPI 80%- 94% ‘Achieved’; KPI 71% - 79% ‘Achieved’ (at Assessors discretion); KPI 70% or below ‘Retake’

ASSESSMENT SUMMARY

Robert delivered a well-designed, well facilitated and fully interactive live online

session (Arabic for beginners). Robert has a very upbeat style which is excellent for

online delivery and he used his voice to very good effect throughout the session.

Robert’s session materials were well designed demonstrating a very good

understanding of the need to maximise visual impact and minimise text.

It was evident that Robert has developed a good understanding of the Adobe Connect

software and how to develop and present an engaging and interactive online session.

Whilst further practice will continually enhance these skills, he has achieved a level of

knowledge and practical skills for which he has achieved the required standard of

behaviours laid out in the Certified Online Learning Facilitator (COLF) competency

framework and we are very pleased to award him with a COLF Certificate.

Recommendations/Areas for Improvement

Apart from enhancing skills further with continued practice, the only points that the

assessors noted for development were as follows:

It is important during this ‘pre session’ time that you use your voice to engage

learners, try to find out a little about them and use the opportunity to




network. Ensure that all attendees audio is checked before the session

officially commences.

Adjust Reception Slides to incorporate reference to the session being

recorded.

At the start of a session it is always advisable to:-

o Remember to always advise of session duration as the session

commences

o Ensure when explaining the communication methods that appropriate

interaction is sought to provide reassurance that learners have both

located the tools and are able to use them (i.e. annotation tools)

o Ensure attendees are aware of the ‘step away’ emoticon

o Communicate session objectives with supporting slide

Be careful that the opening part of the session, covering interaction tools and

icebreaker does not last too long. In this particular session the introduction

finished and the main content of the session commenced around 10 minutes

into the session in a ‘live’ situation this would be a little too long for the

introductory element and could detract from the main content of the session.

Overall a comprehensive and professional session close but there is a couple

of minor elements which could still be addressed – see detail under

Competency 8.

Whilst the interactive features used were appropriate to the session, as

confidence develops, Robert should look to use other functionality such as

breakout rooms and possible the File Share Pod which could work well in a

session such as this.

LPI Signature

Michelle L Parish FLPI COLF

Certified Online Learning Facilitator Assessor

Date: 23rd March 2015




Target Actual Devn

4 4 0

4 3 1

4 4 0

4 4 0

16 15 1

KPI 94%

TOTALS

COMPETENCY 1 - COLF ASSIGNMENTS AND LEARNING JOURNALS

Completion of the Unit 2 assignment? (Mosher & Rossett )

Completion of the Unit 4 assignment (Organisational use of web

conferencing)

Completion of the Unit 3 assignment (Webinar Critique)

Completion of Learning Journals for each module

Assessor Comments

COLF Assignments Submitted

Unit 2 Unit 3 Unit 4

Comprehensive

feedback provided on

both articles reviewed

demonstrating good

level of understanding.

Good point made at report end: – “It was also pointed out that a webinar does not necessarily end with the final slide and the goodbyes”.

Good review of both

webinars with some

insightful comments

made although not

specifically identifying

‘what you would do to

improve’ each event

Once again well thought

through assignment identifying

a range of areas within the

business where further use of

web conferencing could be

utilised.

Learning Journals Submitted

Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit

10

Y Y Y Y Y Y Y Y Y




Target Actual Devn

4 4 0

4 4 0

4 4 0

3 3 0

3 3 0

3 3 0

4 4 0

4 4 0

4 4 0

4 2 2

4 4 0

3 2 1

2 0 2

4 2 2

50 43 7

KPI 86%

Verbally provide regular announcements as to session start time

Facilitator audio quality and level checked

Facilitator logs in 'second screen' as a participant

Reception Materials include advise in terms of how to communicate

(Chat, Emoticons etc)

Reception Materials include: Welcome; Session Title; Facilitator

details (name, photograph and contact information);session start

time: session end time (or duration)

Reception Materials include advise to minimise distractions and of

interactive nature of session

Reception Materials include advise on audio set up & recording of

session

COMPETENCY 2 SESSION SET UP, LEARNER RECEPTION AND WELCOME

TOTALS

Session Plan available which outlines timings, key learning points,

interactions and facilitator actions

Session designed to include an appropriate mix of web conferencing

facilities/features

All content pre loaded and checked to ensure correctly functioning

All learner privileges set correctly for the session content

Verbally welcome learners and individually check audio quality as

each learner logs into the session

Verbally encourage participants to network using Chat and/or use

microphones

Verbally engage with learners as they wait for session to commence




Assessor Comments

1. Session competently and swiftly set up with no request for assistance. Robert

made good use of the Presenter area and a range of room layouts to ensure his

session progressed smoothly:

2. Well-designed session plan, incorporating high level prompts, timing and

interaction.

3. A second screen was logged into the session to provide Robert with a ‘learner

view’ of the session as it progressed - this is always a recommendation for

online sessions as does provide an element of reassurance as well as a

contingency option.

4. The session opened to music and ‘rolling’ Reception Slides this provided for an

upbeat greeting on joining the session. Whilst the music was still playing Robert

made good use of chat to converse with those persons joining the session.

5. Excellent range of Reception Slides covering all key messages (with the exception

of reminding learners the session would be recorded) and utilising some clear

visual images some of which were full screen for maximum impact:




6. On the music ending, Robert encouraged attendees to unmute and speak but

only Natalie did this – Sophie’s audio was not checked prior to the session

starting.

7. As all attendees were present, Robert made the decision to commence his

session.




Target Actual Devn

4 4 0

4 3 1

4 4 0

4 4 0

4 3 1

4 3 1

4 2 2

4 4 0

4 1 3

4 4 0

0 0 0

4 4 0

44 36 8

KPI 82%

Learners clearly advised on how to ask questions in session

Session objectives/learning outcomes/session route map clearly

communicated

Introduce engagement within the first 5 minutes of the session

through use of an icebreaker or similar

Ensure, in terms of timing, the introductory element of the session

is in proportion to the main body/content

TOTALS

Latecomers to the session are correctly handled so as to minimise

disruption to the rest of the learners

Session ground rules communicated (i.e. What the facilitator

expects from the learners - minimise distractions, participate etc)

COMPETENCY 3 OPENING THE SESSION

Session opens in a clear positive, upbeat manner to gain learners'

attention

Facilitator introduces self and provides brief outline of credentials

and contact details

Explaination given as to how learners should use the emoticon

response tools ensuring appropriate interaction sought. Ensuring

learners are clear which emoticon should be used to ask questions

or if they need to 'step away' from the session. (In the event of

experienced learners - a quick recap is still recommended)

Explaination given as to how learners should use the annotation

response tools ensuring appropriate interaction sought. (In the

event of experienced learners - a quick recap is still recommended)

Session commences at stated start time and session duration

communicated to learners

Explaination given as to how learners should use the chat response

tool with interaction sought. (In the event of experienced learners -

a quick recap is still recommended)

Assessor Comments

1. An upbeat opening to the session with Robert providing an overview of the

session content and advising of how the session would progress. Robert

introducing himself (dedicated slide with photo and contact details) and shared a

little credential information.

2. The session progressed with attendees asked to introduce themselves – the slide

on screen related more to the introduction of chat and it would be recommended

you have a dedicate slide for learner introductions. Great engagement very early

on in session – really setting the tone for the rest of the session.




3. Attendees encouraged to change their chat colour and good use of chat was

made from the start of the session.

4. Reference made to the need to minimise potential distractions and for

communication/participation in session.

5. Emoticons introduced via a ‘first one to give me a ‘hare’ icon’ – nice approach

and introduced the tools well although not specific mention to the ‘step away

icon’. Remember to advise attendees that in addition to the ‘raised hand’

emoticon, questions can also be posed via chat.

6. Annotation tools also introduced although attendees asked not to test these out

at this point – it is always advisable to get some interaction on introducing the

tools.

7. The session progressed with an icebreaker exercise to utilise the annotation tools

which had been introduced a little earlier – some encouragement for attendees to

expand upon their response via open microphone.

8. Poll utilised to ascertain level of existing knowledge:

9. No formal objectives set for the session and communicated via a dedicated slide.

10. The main body of the session commenced at approximately 10 minutes into the

session – for a 30 minute session this is a little too long to spend on the session

introduction. Perhaps combining the open microphone introduction with the

exercise on elements in common could reduce the timing a little.




Target Actual Devn

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

3 3 0

3 3 0

0 0 0

42 42 0

KPI 100%

Use techniques to reinforce and apply the learning using overviews,

summaries/recaps, questions, testing etc

Use metaphors, stories or analogies to explain learning points

Provide opportunities for learners to practice what is being taught

Provide verbal and practical examples of how knowledge and skills

can be transferred and applied in the learners workplace

COMPETENCY 4 FACILITATING THE SESSION

Encourage use of questions and interactivity throughout the session

to enable learners to contribute to the session - including both

inclusive and exclusive methods

User learner names appropriately and actively map responses back

Use an appropriate variety of web conferencing facilities to support

the learning objectives

TOTALS

Use inclusive interactions at least once every 5 minutes throughout

the session

Monitor 'Chat' to ensure all questions, queries and comments

acknowledged and handled in a timely manner

Monitor 'Raise Hand' notifications to ensure all questions handled in

a confident and timely manner

Provide feedback and encouragement for every learner contribution

ensuring a consistent approach to each learner

Demonstrate awareness of learner non-participation and take action

to encourage involvement

Assessor Comments

1. Robert delivered an engaging session making confident use of the WebEx

Training Centre functionality (chat, emoticons, polling, open microphones,

whiteboard/annotation).

2. Very good mapping of learner responses from the outset of the session with

learner names used effectively.

3. Good use of open microphones during the main body of the session to encourage

attendees to share opinion on what they considered the Arabic numbers looked

like – with a view to helping them remember.




4. Excellent use of whiteboard/annotation style interaction to test knowledge and

knowledge transfer as session progressed:




Target Actual Devn

4 3 1

4 3 1

4 4 0

0 0 0

4 4 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

4 4 0

20 18 2

KPI 90%

TOTALS

Response icons/emoticons cleared promptly

Whiteboard managed appropriatly ensuring question clearly stated

on whiteboard and including explaination of how to use the

annotation tools

Share functionality professionally handled including explanation

of participant controls/options when in 'share mode'

Chat used correctly to share web links with learners

Breakout session used professionally with clear instruction

provided in terms of session objective, duration, how to ask for help

etc

Polls pre-loaded, well managed, results shared (where

appropriate) and poll closed correctly

COMPETENCY 5 - MASTERY OF WEB CONFERENCING TECHNOLOGY

Demonstrate correct and best practice approach to learner

microphones (opening, closing and transfering)

Ensure positive approach to the tools/technology (i.e. avoid

‘blaming’ the technology) and ensure any pauses in presentation

adequately explained

Webcams used in a professional manner so as not to be distracting

for learners. Quality feed ensured.

Video and/or audio file sharing professionally managed

File Transfer used correctly to pass documents to learners

Assessors Note: Where functionality was not used please adjust Target Score to ‘0’ and reflect final ‘Target Total’ correctly in table on Page 3.

Assessor Comments

1. Robert displayed good awareness of chat with excellent mapping of learner

names. Mostly good handling of microphones but there were a couple of points

attendee microphones were left unmuted – take care with this as in a session

with more attendees background noise may well cause a distraction.

2. Excellent whiteboard style activity with attendee asked to identify ‘Where is

Arabic spoken?’




3. Other innovative whiteboard designs to test understanding and knowledge

transfer:

4. Good use of room layouts and various whiteboard pods to gain interaction using

the annotation tools at the same point

Note – consider naming the whiteboard pods for ease of identifying who has

submitted which response.

5. Poll utilised to ascertain level of existing knowledge. Poll confidently opened;

monitored completion and shared results.




Note: Best practice would suggest removing the .pptx extension from the pod

titles:




Target Actual Devn

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

4 4 0

32 32 0

KPI 100%

Ensure consistency of approach across materials in terms of images

and other graphics used

Where photographic images used ensure relevance to illustrating

the key learning point and impact (correct sizing)

TOTALS

Ensure all images incorporated within slides (photographs, screen

shots, diagrams and charts) are clear (not fuzzy or blurred) and

where applicable copyright details are contained

COMPETENCY 6 - VISUAL IMPACT/QUALITY OF MATERIALS

Supporting slides well designed, to best practice standards, in that

visual impact is maximised.

Slide builds used, where appropriate to do so, and slide transititions

consistent

Consistent colour theme, text and font style across the session

materials

Supporting slides well designed, to best practice standards, in that

text is limited and no more than 5 lines of text per slide

Text font size conforms to best practice standards - minimum font

size 24pt body text and 36pt headings

Assessor Comments

1. Robert demonstrated an excellent understanding of the importance of visual

impact and keeping text to a minimum. Excellent range and quality of visuals

used throughout the session as can be seen from the examples below and within

the body of this report:




2. Consider making more use of ‘placeholder slide’ for questions posed in session.

This will help focus attention and remind learners of how they should be

responding.




Target Actual Devn

4 4 0

4 4 0

4 4 0

4 4 0

4 3 1

4 4 0

4 4 0

28 27 1

KPI 96%

Good use of intonation and minimal use of 'conversational tics'

TOTALS

Appropriate pace throughout the session with pauses used to give

reflection time where appropriate

Jargon explained and no 'inappropriate' language used

COMPETENCY 7 - VOCAL QUALITY/IMPACT

Ensure professional microphone technique, muting when necessary

but particularly during set up

Audio quality good with no 'pops, hisses or crackles'

Good clear voice with energy and enthusiasm at all times

Conversational, friendly tone with encouraging manner

Assessor Comments

1. Robert has a strong online voice, good tone and clarity with intonation effectively

used.

2. However particularly at session start, there was a little hesitation and few ‘ums’

and ‘ers’ creeping in – this may have understandably been session nerves but

certainly something to be aware of as is the potential overuse of the phrases

‘how about that’ and ‘look’.

Note – it is also important to avoid the use of the phrase ‘webinars’ if you are

really referencing an ‘online interactive learning event’ – as the two events, as

we discussed during the workshop, are quite different. Your session was an

‘interactive online event’




Target Actual Devn

4 3 1

4 4 0

4 3 1

4 4 0

2 0 2

2 2 0

2 0 2

4 4 0

26 20 6

KPI 77%

Provide a recap of the session content/learning objectives and seek

confirmation these were met

Offer to stay online for further questions or queries learners may

have

Ensure session does not exceed stated session duration by more

than 10-15% (i.e. Session advertised as 30 minutes should run no

longer than 35 mins)

Ensure that there are no further questions before calling the session

to a close

Explain clearly how learners should log out of the session

TOTALS

COMPETENCY 8 - CLOSING THE SESSION

Introduce exercise to monitor learning transfer (i.e. providing

reassurance learners have met the objectives of the session)

Hold a dedicated ‘Q & A’ session to pick up on any additional

questions, comments or queries

Provide details of suggestions for further learning and/or follow on

sessions as well as support options

Assessor Comments

1. As the session drew to a close, Robert introduced an excellent consolidation

exercise allowing attendees to pose questions of each other before Robert used

the same slide to ‘fire’ questions to the attendees and ask for annotation

response:

2. Poll reintroduced to monitor knowledge transfer.

3. Robert recapped on session content – dedicated slide:




4. Dedicated Q & A slide shown briefly on screen but this element was covered quite

quickly – for future sessions allow a few moments for reflection before moving

on.

5. Learners were reminded of Robert’s contact details should further help be needed

after the session, and details provided of the follow on session.

6. Robert thanked his learners for attending and provided verbal instruction as to

how learners should exit the session.




END OF REPORT

robert davies colf assessment

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