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The guide explores the value and distinctive considerations of online facilitation, emphasizing planning commonalities with in-person workshops while highlighting differences in participant experience and facilitator visibility. It also introduces a framework for conceptualising programs using physical and digital (phy-gital) resources, including questions for brainstorming and a planning template covering knowledge, skills, and attitudes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-facilitation-guide-chapter-1-to-chapter-2/135885/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-facilitation-guide-chapter-1-to-chapter-2/135885.png","ImageObject",300,407,{"name":92,"@type":93},"Clementine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-23","2026-08-21",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the key benefits of online facilitation mentioned in the guide?","Question",{"text":112,"@type":113},"Online facilitation enables more participants to join at the same time, offers alternative ways to participate, and improves convenience for both facilitators and learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is online facilitation planning similar to on-site workshop planning?",{"text":117,"@type":113},"The guide notes that core planning components—such as setting objectives and preparing materials—are fundamentally similar across online and on-site formats.",{"name":119,"@type":110,"acceptedAnswer":120},"What does “phy-gital” mean in the context of this guide?",{"text":121,"@type":113},"The guide uses “phy-gital” to describe combining physical materials and digital tools to support participants’ learning in an online art programme.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},135885,1787327949,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":52,"category_name":53,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},1374391974564,"https://ap-avatar.wpscdn.com/avatar/14000253aa45c000a9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779874745381141002","Guide to Online Facilitation  \nPrepared by: Supported by:  \nIntroduction  \nHave you ever wondered if tactile art workshops could be conducted online? Are there ways to make such workshops as effective as in-person ones?  \nThis guide is a compilation of what we have experienced and learnt through the conducting of this series of online tactile art workshops and we hope that the tips and tricks here will be useful for you in your next facilitation.  \nChapter 1: Into the Unknown  \nGet to know more about the benefits and features of an online space.  \nChapter 2: Let’s Get Phy-gital!  \nBe introduced to physical and digital tools you can incorporate while conceptualising online art programmes.  \nChapter 3: Set the Stage  \nLearn about the ideal technical setup for facilitating an online art programme.  \nChapter 4: The Present Presenter  \nUnderstand the importance of tuning in in an online space.  \nChapter 5: Moving Forward, Looking Back  \nLearn to engage in a reflective practice after every round of facilitation.  \nChapter 1: Into the Unknown  \nEmergence of online facilitation  \nBefore the existence of online video conferencing apps and more specifically before the COVID-19 pandemic, art programmes were mostly conducted in-person. Especially with tactile forms of art-making, it was once difficult for us to imagine how art programmes could even happen without it being conducted face-to-face.  \nHowever, because of technological advancements, it is becoming increasingly feasible to hold art programmes online. Many previously untapped potentials of online platforms are starting to surface.  \nThis guide is hopeful that online art facilitation is here to stay and will continue to reach out more effectively to different types of learners.  \nBenefits of online facilitation  \n★ More participants can participate at any one time  \n★ More alternative ways of participation  \n★ More convenience for you and the participants  \nFrom our experience conducting the series of online workshops, we noticed that the fundamental components of planning for art programmes such as the setting the objectivesand getting ready materials for the programme is similar for both online and on-site programmes.  \nSome components, however, are unique to online facilitation that have to be deliberately addressed and looked into. Here are two experiences that participants and online facilitators will experience in an online programme:  \n\n| What will happen | What you should do |\n| --- | --- |\n| Online facilitators appear as a flat moving image and their presence can easily fade into the background | Be intentional with establishing your presence in the classroom |\n| Online facilitators are notable to have a clear view of what is happening on the ground | Be intentional with syncing up with your participants |\n\nEvery stage from conceptualisation to facilitation is important for a successful workshop. In Chapter 2, you will find some tips on how to conceptualise an online art programme. In Chapter 3, you will get to learn an effective way of setting up and getting ready for online facilitation. In Chapter 4, we will introduce tips to establish presence and be in sync with your participants, which is particularly important in an online space.  \nChapter 2: Let’s Get Phy-gital!  \nIn this chapter, we will introduce how you can go about conceptualising your next programme. We will also be introducing to you some physical materials and digital tools (hence,“phy-gital”) that will be useful to guide your participants in their learning.  \nAn online art programme, like any other programmes, should ideally allow participants to learn a thing or two about art and art-making. To allow that to happen, the intentional inclusion of concepts and ways that would highlight these components within the programme is necessary.  \nHere is a template you can use to start brainstorming for your next art programme:  \nQuestions to ask yourself throughout:  \n- What is the participants’ age group?  \n- Are","cbCaiazZPwooWxKu","https://ap.wps.com/l/cbCaiazZPwooWxKu","pdf",192606,"English","# Introduction\n## Benefits of online facilitation\n# Chapter 1: Into the Unknown\n## Emergence of online facilitation\n## Benefits of online facilitation\n## Planning considerations for online sessions\n# Chapter 2: Let’s Get Phy-gital!\n## Conceptualising an online art programme\n## Incorporating phy-gital tools","[{\"question\":\"What are the key benefits of online facilitation mentioned in the guide?\",\"answer\":\"Online facilitation enables more participants to join at the same time, offers alternative ways to participate, and improves convenience for both facilitators and learners.\"},{\"question\":\"How is online facilitation planning similar to on-site workshop planning?\",\"answer\":\"The guide notes that core planning components—such as setting objectives and preparing materials—are fundamentally similar across online and on-site formats.\"},{\"question\":\"What does “phy-gital” mean in the context of this guide?\",\"answer\":\"The guide uses “phy-gital” to describe combining physical materials and digital tools to support participants’ learning in an online art programme.\"}]","Online Facilitation Guide - Chapter 1 to Chapter 2 | PDF",14]