Facilitator Initiated, Facilitator Guided Scenarios

In Facilitator Initiated, Facilitator Guided scenarios, the Facilitator initiates the project module and guides the learning journey.

Great to implement when Facilitators want to host a seminar or develop a module framework to inspire other projects, or when advisors need to frame or introduce other modules and can serve as seminars, curriculum maps, or advisory frameworks.

Initiation:

1. Facilitator starts from a template containing the steps for a scholarship application.

2. Facilitator assigns this copy of the process to the learner.

3. Learner reviews the module and examines the steps.

Journey:

4. Learner submits evidence to each step of the process.

5. Facilitator views the progress and provides feedback to the learner.

6. Learner completes tasks and moves them to the Complete column of the Task Board.

Finalization:

7. Learner adds reflections to the module as a self-assessment.

8. Facilitator reviews the evidence and approves the work.

9. Learner submits the completed scholarship application to the funder.

Looking at learning through various scenarios can inspire and guide better practice.

In this example scenario, we showcase a Scholarship Application process that takes two weeks.

This scenario focuses on the touchpoints within Headrush, and does not describe the Facilitator's guiding activities outside of Headrush.

JAG National, a job-placement network that helps youth nationwide, uses Headrush to support student applications for scholarships.

This scenario shows how the Learner completes a clearly defined, time-sensitive process with support from the Facilitator along the way.

It starts when the Facilitator suggests the student apply for the Ken Smith scholarship. The Facilitator makes a personalized copy of the scholarship application module, invites the Learner to participate, sets a timeline and scaffolds activities for the learner.

The Learner then begins the learning journey. According to the schedule, they submit as Evidence the various forms and essays required by the scholarship application process. The Facilitator reviews this activity 1-2 times a week and provides immediate feedback.

Once all tasks are complete, the Facilitator and Learner together review the module, and the Facilitator pre-approves the application. The learner then sends the application off to the funder, and uses the Calendar to track the decision deadline. At this point, the Facilitator and Learner might share a reflection on the JAG-specific competencies they developed through the application process.

Initiation:

1. Facilitator starts from a template from the school's Warehouse.
2. Facilitator aligns competencies given their current and next focus areas in learner development.
3. Facilitator schedules activities for the week and assigns learners.

Journey:

4. Learners review the module and task board.
5. Learners complete tasks.
6. Learners submit evidence of their work into tasks starting from templates, creating documents from scratch, and participating in discussions.
7. Facilitator reviews activity on a daily basis, tracking learners through the dashboard.

Finalization:

8. Facilitator finalizes module.
9. Learners each share a personal reflection of the learning experience.
10. Facilitator assesses competencies for each learner.
11. Facilitator assigns credits to each learner.

Looking at learning through various scenarios can inspire and guide better practice.

In this example scenario, we showcase a 10th Grade Humanities Seminar that takes eight week.

This scenario focuses on the touchpoints within Headrush, and does not describe the Facilitator's guiding activities outside of Headrush.

It starts when the Facilitator copies the module from the Warehouse and assigns it to the Learners in their group. The Learners then see the new module on their Dashboards, along with the schedule of activities for the week. They review the module, and some start to complete Tasks and submit evidence, make discussions, or copy specific evidence starting points from a template.

The Facilitator reviews the activity daily, and makes comments directly from the feed of activity. The Facilitator assesses some of the evidence and tasks against targets.

Finally at the end of the week, the Facilitator asks the Learners to share a personal reflection on their learning, and completes the overall assessment of competencies. The Facilitator also assigns credits to the Learners.