Facilitation Theory of Action
BloomBoard’s facilitated, asynchronous discussions provide multiple layers of support to educators working towards earning micro-credentials. When educators collaborate with peers around common learning goals and receive just-in-time guidance from knowledgeable facilitators, they are more likely to earn micro-credentials.
The Role of a Facilitator
Educators working on micro-credentials have access to online discussions through the Collaborate feature in the BloomBoard platform. These discussions include peers working on micro-credentials and facilitators who provide guidance, reminders, encouragement, and tips for earning micro-credentials. The facilitators are in the discussion to support educators, but they do not have access to educators’ micro-credential evidence, submission, or assessment.
The role of a facilitator is to:
- Build positive rapport among participants
- Initiate and sustain collaborative discussion
- Provide guidance, reminders, encouragement, and tips for earning micro-credentials
- Encourage peer to peer feedback
- Utilize inquiry to support an educator
- Conduct consistent check ins with the cohort
- Provide direction, as needed, for educators who need BloomBoard Support and/or local support
- Respond to educator posts within 24 hours (on business days)
What Facilitation is Not
It is not the role of the facilitator to provide direct feedback to an educator on the quality of their evidence, assessment of their submission evidence, or 1:1 coaching to fill learning gaps.
Who are the Facilitators?
The facilitators are teaching professionals with extensive experience coaching, mentoring, and leading professional learning. They have met our eligibility and experience requirements and have successfully earned the micro-credential, Facilitating Engaging Online Discussions, which certifies them to facilitate BloomBoard discussions.