Assignment 2 – Facilitation Plan – Draft

Our team has put together the following facilitation plan which outlines the different technologies and activities we will be using during our week long learning module. 

Learning Objective

Demonstrate the relevance and importance of questions when facilitating learning in both synchronous and asynchronous environments. 


We are finalizing our decision regarding the reading for this week. Please stay tuned for our selection.

Learning Activity Description

There are various learning activities scheduled through both the synchronous and asynchronous learning experiences.

Our synchronous session will be conducted over Zoom. In this session, we demonstrate the importance of questions through use of breakout room and main room discussions. Within the Zoom technology, we will demonstrate and use the whiteboard technology to enhance the hold smaller group discussion and overall teaching presence. Each member of our group will act as hosts within each of the breakrooms illustrating the usefulness of questions during a facilitation. save the picture from the breakout room and present it to the class

Our asynchronous session will be focused around an interactive video. Automated messages including guided questions will be sent to the learners in order to set an expectation for the learning activity experience. Pos video automated messages will also be sent in order to ensure reflection on the activity has occurred for each learner. These responses will be posted anonymously in the Moodle forums to foster continued discussion and learning.

Description of Synchronous Session

Using Zoom Technology we will facilitate smaller breakout room discussions, allowing for a more personal interaction space. Each team member will act as a facilitator in a breakout room demonstrating our topic and guiding the discussion through the use of questions. Once the time is up, all participants will be drawn back into the main room, where each group will present their whiteboard and discussion points. In the background the team will create a word collage summarizing each of the individual breakout room presentations and then post it in the Discussion Forum in Moodle. Our group has decided to record this session for those who could not participate on Zoom. This will allow for those individuals to still participate in the forum discussion in Moodle.

Description of Asynchronous Session

Through the use of an interactive video our group aims to provide some insight and guidance of our topic. Along with the video will be quiz type questions in order to measure retention and gain perspective on learners’ reflections. The video will be embedded into our Moodle shell and invite the learners to further participate in Moodle discussions forums. The quiz questions will be posted anonymously, thus respecting individuals’ privacy, but also ensuring each individual perspective was shared.

Date and Time of Synchronous Session 

Week 7: Wednesday Oct 7th 5:30 – 6:30 pm (PST)


There are several technologies we will use during our facilitation week:

  • Moodle and various Moodle plugins
  • Zoom
  • H5P interactive video


We will begin with a welcome announcement message sent through Moodle. This message will provide an outline of the required activities along with a suggested timeline. There will be one set synchronous session held through Zoom on Wednesday October 7th. Learners are encouraged to take part in the various discussion forums.

Presence Planning

  • Teaching Presence

    • Through the use of prompting questions and guiding room discussions, we can create a positive and engaging learning environment. 
  • Social Presence

    • Through the synchronous session, learners will be split into smaller breakout rooms each with a facilitator. These breakout rooms will allow for the development of interpersonal skills through smaller session sharing between learners. This environment provides an opportunity for learners to feel well heard and allow for a projection of their individual personalities (Garrison, Anderson, & Archer, 2000). The facilitator can ensure that each learner receives the opportunity to participate in a safe and respectful environment. 
  • Cognitive Presence

    • Each activity, whether synchronous or asynchronous, will have a follow-up discussion or prompt in order to confirm that a reflection on the learning has taken place. By providing the opportunity for learners to summarize, discuss, and be engaged in a summary style fashion, learners are likely to feel a sense of sustained discourse (Garrison, Anderson, & Archer, 2000). We will be monitoring and engaging the learners through the discussion forums and throughout the activities. Our team has also provided a collaboration room for use if desired to further discussions and foster continued engagement. 

Through the use of our chosen technologies and various learning activities, our group will demonstrate the importance of questions in a facilitation; thus, resulting in a reinforced educational experience. We look forward to our facilitation with you in Week 7.



Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodelThe Internet and Higher Education, 2(2-3), 87-105.

2 thoughts to “Assignment 2 – Facilitation Plan – Draft”

  1. A well thought out lesson plan. No need to answer this question as it is more rhetorical, but do you think your decision to anonymize participants results in a learning activity might alter or influence the development of social presence within the community? What would that activity (and more importantly what would the community) look like if the results were not anonymized? Might there be an opportunity for a more impactful learning experience if the results were not anonymized? This is not to say you should change that part of your activity. But may be something you want to touch on in your final reflection paper.

  2. Thank you for your comment Clint. We had a lengthy discussion surrounding whether learners being anonymous during the activity would impact the community. As a team, we considered the impact and decided that, in this case, the impact would be positive. According to Dijks, Brummer, and Kostons (2018), students often feel they can answer questions more freely when they do not have to disclose their identity. For our activity, we want to encourage learners to answer honestly in a safe environment. In order to do that, we removed the need for names on responses, but offer the ability and opportunity for learners to disclose their identity if they choose to within the discussion forums. The impact (hopefully) on the social presence will be sincere, voluntary participation. Since there is no assessment of the responses, we hope to encourage learners to work with the material and get their hands dirty (so to speak).

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