Teaching Presence CDL Conference April 11, 2008 Nicola Martinez Center for Distance Learning

Adult Learners Need To know why learning is required To direct their learning To contribute their experiences to the learning situation To apply what they have learned to serve real world problems To feel competent and experience success throughout the learning program. ( Knowles et al., (1998); Wlodkowski, R. J. (1993).

To know why learning is required

To direct their learning

To contribute their experiences to the learning situation

To apply what they have learned to serve real world problems

To feel competent and experience success throughout the learning program.

( Knowles et al., (1998); Wlodkowski, R. J. (1993).

Community of Inquiry Framework From: Garrison et al., (2000-2006)

Cognitive Presence Cognitive presence is defined as the exploration, construction, resolution and confirmation of understanding through collaboration and reflection in a community of inquiry. The practical inquiry model operationalizes cognitive presence and is ground in the work of Dewey (1933) on reflective thinking. (Garrison et al., 2000, 2006)

Cognitive presence is defined as the exploration, construction, resolution and confirmation of understanding through collaboration and reflection in a community of inquiry. The practical inquiry model operationalizes cognitive presence and is ground in the work of Dewey (1933) on reflective thinking.

(Garrison et al., 2000, 2006)

Social Presence Social presence is described as the ability to project one’s self and establish personal and purposeful relationships. The three main aspects of social presence, as defined here, are affective communication, open communication and group cohesion. (Garrison et al., 2000, 2006)

Social presence is described as the ability to project one’s self and establish personal and purposeful relationships. The three main aspects of social presence, as defined here, are affective communication, open communication and group cohesion.

Teaching Presence Teaching presence is the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes. Teaching presence has three components: Instructional Design and Organization, Facilitating Discourse, and Direct Instruction. (Garrison et al., 2000, 2006)

Teaching presence is the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes. Teaching presence has three components: Instructional Design and Organization, Facilitating Discourse, and Direct Instruction.

Table of Presences From: Garrison (2006)

Models of teaching roles in computer conferencing From: Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001).

Coding scheme for Instructional Design and Organization From: Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001).

Coding Scheme for Facilitating Discourse From: Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001).

Coding Scheme for Direct Instruction From: Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001).

Teaching Presence Strategies Establishing Time Perimeters Setting Curriculum From: Privacy, Security, Freedom: Social Concerns for the 21 st Century

Teaching Presence Strategies Drawing in Participants, Prompting Discussion Injecting Knowledge from Diverse Sources Establishing Time Perimeters From: Privacy, Security, Freedom: Social Concerns for the 21st Century

Teaching Presence Strategies Setting Curriculum Establishing Time Perimeters Drawing in Participants, Prompting Discussion Focus the Discussion on Specific Issues From: Privacy, Security, Freedom: Social Concerns for the 21st Century

Discussion Let’s talk about strategies for creating teaching presence. Do you have any to share?

Let’s talk about strategies for creating teaching presence.

Do you have any to share?

Teaching Presence Role Play Form small groups. Select one group member to play the role of the Instructor , whose primary objective is facilitation of a class debate on a controversial topic. The remaining group members will role play as students who are enrolled in the course and participating in the debate .

Form small groups.

Select one group member to play the role of the Instructor , whose primary objective is facilitation of a class debate on a controversial topic.

The remaining group members will role play as students who are enrolled in the course and participating in the debate .

Student Role Play Profiles Politician with liberal views Social worker Retired law enforcement officer Policy analyst from the Department of Homeland Security Labor union representative Conservative Minister Business Executive Librarian

Politician with liberal views

Social worker

Retired law enforcement officer

Policy analyst from the Department of Homeland Security

Labor union representative

Conservative Minister

Business Executive

Librarian

Contact Information Visit our web site at: http://www.esc.edu/cdl Nicola Martinez Director of Curriculum and Instructional Design Center for Distance Learning 111 West Avenue, Saratoga Springs, NY 12866 518-587-2100, ext. 2276 [email_address]

Visit our web site at:

http://www.esc.edu/cdl

References Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text -based environment:Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 1-19 http://communitiesofinquiry.com Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of Asynchronous Learning Network, 5 (2). http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp Garrison, D. R. Garrison, D. R. (2006). Online Community of Inquiry Update: Social, Cognitive, and Teaching Presence Issues. Unpublished paper. Gibbs, G. (1992b). Improving the quality of student learning . Bristol: Technical and Educational Services. Shea, P., Pickett. A., & Peltz, W. A Follow-up Investigation of “Teaching Presence” in the SUNY Learning Network . (2003) Journal of Asynchronous Learning Network, 7 (2). http://www.sloan-c.org/publications/jaln/v7n2/pdf/v7n2_shea.pdf Knowles, M. S. (1970, 1980) The Modern Practice of Adult Education. Andragogy versus pedagogy , Englewood Cliffs: Prentice Hall/Cambridge. Knowles, M. S., Holton III, Elwood F., Swanson, Richard A. (1998). The Adult Learner. Houston: Gulf. Vygotsky, L. (1978). Mind in Society . (Trans. M. Cole). Cambridge, MA: Harvard University Press. Wlodkowski, R. J. (1993). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text -based environment:Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 1-19 http://communitiesofinquiry.com

Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of Asynchronous Learning Network, 5 (2). http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp

Garrison, D. R. Garrison, D. R. (2006). Online Community of Inquiry Update: Social, Cognitive, and Teaching Presence Issues. Unpublished paper.

Gibbs, G. (1992b). Improving the quality of student learning . Bristol: Technical and Educational Services.

Shea, P., Pickett. A., & Peltz, W. A Follow-up Investigation of “Teaching Presence” in the SUNY Learning Network . (2003) Journal of Asynchronous Learning Network, 7 (2). http://www.sloan-c.org/publications/jaln/v7n2/pdf/v7n2_shea.pdf

Knowles, M. S. (1970, 1980) The Modern Practice of Adult Education. Andragogy versus pedagogy , Englewood Cliffs: Prentice Hall/Cambridge.

Knowles, M. S., Holton III, Elwood F., Swanson, Richard A. (1998). The Adult Learner. Houston: Gulf.

Vygotsky, L. (1978). Mind in Society . (Trans. M. Cole). Cambridge, MA: Harvard University Press.

Wlodkowski, R. J. (1993). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass.