Assignment #2 – Facilitation Plan – Final

Team Members: Terra Aartsen, Owen Lloyd, Kathy Moore, Leigha Nevay, and Kerry Sharples.

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.

Reading

11 Ways to Facilitate Great Conversations. (2016, February 10). Retrieved September 16, 2020, from Coaching for Leaders website: https://coachingforleaders.com/facilitate-great-conversations/

Maxey, C., O’Connor, K., & O’Connor, K. (2013). Organic Facilitation. Fearless facilitation : The ultimate field guide to engaging (and involving!) your audience (pp. 19-32). ProQuest Ebook Central https://ebookcentral-proquest-com.ezproxy.royalroads.ca

Useful Questions for Dialogue Facilitation – Inclusive Teaching. (n.d.). Retrieved September 11, 2020, from https://sites.lsa.umich.edu/inclusive-teaching/inclusive-classrooms/useful-questions-for-dialogue-facilitation/

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 breakout rooms 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)

Technologies

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

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

Timeline

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.

 

References:

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.

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. 

Reading

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)

Technologies

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

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

Timeline

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.

 

References:

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.

The Online Sponge

As a new University educator I feel like a bit of a “sponge”, which in all honesty, isn’t a new feeling for me. I have been continuing my post-secondary education for the past 12 out of 14 years, trying to be a sponge for all of them. I feel like there is this concept of trying to absorb everything I can. I think of my students this way as well and my job, as an educator, is to create the opportunity for them to absorb my materials.

I teach accounting courses and have been teaching students in both face-to-face and online delivery modes. Most instructors shy away from teaching online as they find it to be quite difficult and disconnected from their students, but I really enjoy it and have received quite positive feedback.

I have used the Community of Inquiry, or “CoI”, model and created an infographic in order to provide faculty with support material on how to provide an effective online course. The CoI model is a way to provide a worthwhile educational experience, through the integration of three essential elements; social presence, cognitive presence, and teaching presence (Garrison, Anderson, & Archer, 2000, p.88).

The social presence element is based on building a strong environment for learners to feel welcomed, reached, heard, and a part of something. Bull refers to these roles as being a “social butterfly” and “a good party host” (Bull, 2013). I think that this is very accurate. In order to provide instruction and facilitate an online course, you need to be able to reach, entertain, and engage your learners.

Cognitive presence is providing the opportunity for the learners to absorb material. This is done through the understanding and retaining of new information. The strategy of controlling how and what information is being provided to learners is referred to as the “valve control” (Bill, 2013). Here is where instructors can focus learners attention to specific outcomes.

Teaching presence is the ability “…to design and integrate the cognitive and social elements for educational purposes” (Garrison, Anderson, & Archer, 2000, p.92). This element considers the design, facilitation, and support provided to learners. When looking at Bull’s Eight Roles of an Effective Teacher, I look at the remaining roles; “Tour Guide”, “Cheerleader”, “Learning Coach”, “Mirror” and “Co-Learner”, and see that they all relate to the presence and capability of the instructor (Bull, 2013).

These CoI elements and integrated strategies can provide the right type of environment for a successful online sponge experience.

 

 

 

 

 

 

 

 

 

 

 

 

References:

Bull, B. (2013). Eight Roles of an Effective Online Teacher. Faculty Focus.

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

Get With The Program

Digital Facilitation is taking over, whether you like it or not! At least, this is what we discuss regularly during our unit and department meetings. For those that argue against change and can’t jump on board, you have no choice now. COVID sped up the process for online/remote learning and digital facilitation in a way that no one was expecting.

When I think of digital facilitation, I think, yes! Finally! Let’s get some cool technology into education. Let’s create to educate and engage our learners. My 3 current thoughts about digital facilitation are:

1) Accessible. Digital facilitation provides the accessibility for students and learners to take part anywhere. Whether you are providing or taking part in an asynchronous or synchronous class, you can do this from any location and in some cases, any time zone.
2) Fun. I love the idea of digital facilitation, I think of all the ways technology has allowed facilitation to be more engaging through so many different technological mediums. Whether you use Kahoot!, H5P, Canvas, Doodle, Google Docs, Moodle, etc., you can engage learners so that they are present during sessions.

3) Casual. Digital facilitation makes me think of instructors in professional shirts and sweat pants. Digital facilitation provides a more relaxed environment for learning. You can be at home, with all your snacks, coffees and using your own office/learning space setup.

Like many others digital facilitation makes me a bit nervous as well. The two main questions that come to mind are:

1) What’s next?  Where is technology going and what new technology am I going to have to learn tomorrow? The changes are happening constantly and it is hard to stay on top of it all.

2) I don’t think that this is specifically related only to digital facilitation, but what can I do to make sure  my learners are engaged and understanding the learning objectives? Evaluations can only take you so far. Whether you have anonymous survey’s, open dialogue forums, or exams, the data can only provide so much accuracy.

Technology is like a river, there are calm parts and rapids, we as instructors need to guide are learners down the river as safely as we can.

I’m looking forward to jumping into the raft and seeing what we turn up with this course.