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Overview of Facilitation Week (8):

The week will encompass an exploration of Digital Literacy Skills for Effective Online Facilitation with a focus on the use of data analytics and “surveillance tools.” We will start the week with an article from our guest speaker questioning the pervasiveness of surveillance in online education. We will then look at articles that speak to the positive benefits, as well as the negative side of data-analytics and surveillance tools that are now a foundational part of most educational technology. 

Facilitating Team Members: Jeff Goodes, Eunice Leung, Leigh McCarthy, Sue Reid, and Lorne Strachan 

Learning Activity: After reading three articles, learners will be asked to participate in an asynchronous debate over a two-day period in the assigned Moodle Discussion Forum. We have intentionally designed the debate process to allow the teams ample time to read the articles, post their comments and engage in discussion. The facilitating team will act as the “Judgment Team” and will prepare a post which will reflect their determination about who won the debate, providing clear justification for the selection of the winning team. No late nights for this activity!

Readings:

  1. Guest speaker article: We’re keeping it secret for now, but stay tuned!  
  2. The Guardian (2019, October 22). Under digital surveillance: how American schools spy on millions of kids 
  3. Scapin, R (2018). Learning Analytics: How to Use Students’ Big Data to Improve Teaching

Learning Objectives: At the end of this activity, the learner will be able to discuss, contrast and compare the use of surveillance tools in online education, and demonstrate their opinions as well as critique and debate the opinions of the opposing team.

Timeline/Flow of the Week:

DateActivity
Sunday, October 11Debate teams will be announced and readings posted in
Moodle.
Monday, October 12Explore three readings required as background for debate.
Tuesday, October 13Asynchronous debate opens (Tuesday – Friday)
“Be it resolved that digital tracking can be used to help
students without crossing over into invasive surveillance.”
Facilitating Team will add a “Starter Point/Post” to each
side of the debate on Tuesday.
Minimum requirements for each participant: 1 post and
1 reply to a counterargument statement.
Wednesday, October
14
Moodle Quiz opens (Summary Evaluation – multiple
choice questions)
Asynchronous debate continues…
Thursday, October 15Guest speaker, 6:00 to 7:00pm PST
Asynchronous debate continues…
Friday, October 16Asynchronous debate concludes/closes at 11:59pm PST
Saturday, October 17Moodle Quiz closes (Summary Evaluation – multiple
choice questions)
Sunday, October 18Debate Summary & Judgement posted by Facilitating Team
by 6:00pm PST

Technologies and Rationale:

Moodle: posting readings and discussion forum.

Moodle Collaborate Ultra Room: to host Guest speaker.

We have chosen these technologies because they are accessible to all members of our cohort, and will allow us to communicate with learners via the Moodle Discussion Forum created specifically for this facilitation experience. We will also record the Collaborate Session for our peers who are unable to attend, or are located in different time zones.

Facilitating using a Community of Inquiry (CoI) Framework using guidelines drawn from the work of Garrison and Arbaugh (2007), as well as the work and CoI Coding Template from Garrison, Anderson, and Archer (2000, p. 89):

Teaching Presence 

We plan to establish our teaching presence by:

  1. Sharing a clear design and organization of week’s activities, in advance of facilitation week.
  2. Balancing direct and indirect instruction.

Indicators: Defining and focusing discussion through guidelines and selective moderation.

3. Participate in Bull’s (2013) roles of cheerleaders and co-learners in both the discussions and guest speaker session.

Indicators: Share encouraging comments with learners during the debate/discussion, and participate with same curiosity in the guest speaker session.

Social Presence

As facilitators, we will encourage social presence of our learners by:

  1. Setting a tone for open and respectful communication, making space for all voices to be heard.

Indicators: Participation from all learners, through “risk-free expression” (Garrison et al., 2000).

2. As facilitators, “be real and affective” (Vaughan, Cleveland-Innes, Garrison, 2013, p. 57).

Indicators: Participants sharing personal meaning and connections and facilitators responding to group dynamics in asynchronous and synchronous discussions.

Cognitive Presence 

As facilitators, we will encourage cognitive presence of our learners by:

  1. Providing readings, an informal debate, guest speaker, and providing a summary at the end of the week to create: “a triggering event, exploration, integration, and resolution” (Garrison & Arbaugh, 2007, p. 159).

Indicators: Learners will exchange information and ideas, and connect and apply new ideas in the asynchronous debate and synchronous discussion following the  guest speaker.

References

Bull, B. (2013, June 3). Eight Roles of an Effective Online Teacher. In Online Education: Faculty Focus—Higher Ed Teaching Strategies from Magna Publication. Retrieved from https://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. In The Internet and Higher Education, 2(2-3), pp. 87-105. Retrieved from http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_Critical_Inquiry_model.pdf

Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Retrieved from https://www.aupress.ca/books/120229-teaching-in-blended-learning-environments/

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Retrieved from https://www.aupress.ca/books/120229-teaching-in-blended-learning-environments/