Group 2 – Final Facilitation Plan

Learning Objective

Learners will be introduced to the topic of leading synchronous and asynchronous discourse in an online environment while managing the diverse perspectives and conflicting ideas shared by participants. Evidence has shown that when learners are exposed to opinions and conclusions incongruent to their views of the world, it can create a disequilibrium or an intellectual conflict (Cranton, 2010; Johnson & Johnson, 2009). Intellectual conflict is essential to accelerating learning and transforming one’s perspectives. Johnson & Johnson (2009) posits that “intellectual conflict is the spark that energizes students to seek out new information and study harder and longer” (p.37). However, they have observed that limited conflict tends to be structured in instructional situations by educators because it is deemed negative, unpredictable, and may create tensions (Johnson & Johnson, 2009, p. 39). Our team chose to approach the topic of conflict and controversy as a potential source of authentic dialogue and learning opportunities. Through experiential learning, reflection and discourse, Learners will develop facilitator strategies for authentic conversations that will support positive and successful online learning.

Learning Resources

Our team discovered a number of great resources while researching this topic. Rather than giving our cohort more than one reading during our facilitation week, we decided to write a blog post that would summarize the readings and provide a brief overview of the research. This post will be provided at the beginning of the week and act as a springboard for further inquiry and discussion throughout the week. It will include a topic introduction, visuals, and an outline of expectations and learning activities for the week. In addition, it will include a recommendation to read a specific article (which will be addressed in the blog post). The references list in the post will provide Learners with the names of additional reading if they wish to dive deeper into the topic.

Learning Activities

There will be four main learning activities during our facilitation week. The week begins with a blog post from Group 2 to introduce learners to managing controversy and conflict by acquainting them to the concept of “constructive controversy” (Johnson & Johnson, 2009) and suggesting procedures and strategies to create and manage constructive controversy. Next, we will ask Learners a thought-provoking question to stimulate diverse perspectives and for learners to experience conflict in an online discussion. Learners will have the opportunity to reflect on this afterwards. Thereafter, we will facilitate a synchronous discussion to reflect on the thought-provoking question and to guide learners in an activity to co-create facilitator strategies for authentic conversations. Lastly, we will conclude by asking Learners to create a short (150 – 200 word) reflective blog.

Description of Synchronous Session

We will begin with an introduction to the topic asking Learners how they felt about the discussion in Mattermost (addressing the thought-provoking question). Thereafter, two facilitators will encourage Learners to brainstorm and co-create facilitator strategies for authentic conversations addressing why diverse perspectives and conflict are good or bad and what strategies can facilitators incorporate into their online environment. It will be a one-hour timed activity where we will introduce the activity, co-create strategies with Learners and provide feedback and opportunities for open discussion and sharing of ideas. The discussion will focus on what did you learn, what are your nuggets of knowledge and how can you integrate this into your own practice.

Date and Time for Synchronous Session

Thursday, October 1, 2020 at 5pm PST /8pm EST/8am HKT

Technologies We Will Use

Three main technologies will be used. Firstly, we will place the initial blog post with readings on Moodle Innovate. A link to this post will be located on a Mattermost Channel we will create for the facilitation of this topic. Information to be located in two places to ensure Learners view the information and that it is accessible to all. Secondly, the asynchronous discussion (thought-provoking question) will be via Mattermost. This is an informal platform that Learners are familiar with and it provides opportunities for sharing thoughts and brainstorming ideas. In addition, it supports a teaching presence. Thirdly, the synchronous session will be facilitated using Black Board Collaborate as it supports cognitive ease of use (Learners know the technology) and promotes open discussion. This session will be recorded for Learners who are unable to attend. Next, the student blog posts will be via Mattermost as it supports open discourse and a teaching presence. Lastly, a summary of the teaching strategies for diverse perspectives and conflict will be located on Moodle Innovate and Mattermost.

Timeline of the Week

Establish Community of Inquiry and Indicators

References:

Cranton, P. (2010). Transformative learning in an online environment. International Journal of Adult Vocational Education and Technology (IJAVET), 1(2), 1-9. doi:10.4018/javet.2010040101

Johnson, D. & Johnson, R. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38(1), 37–51. https://doi.org/10.3102/0013189X08330540