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Teaching Presence

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Presentation of SLN research centered around Teaching Presence in online classes.

Presentation of SLN research centered around Teaching Presence in online classes.

Published in: Education, Design

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  • Explain redesign of RF training. (Splitting audience due to large numbers of returning faculty) Talk about breadth of research being conducted. (ALN papers) Explain why we are looking at this. (To create practical applications and develop best practices from theoretical constructs)
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    • 1. Online Learning Environments: An Emerging Model for Best Practice SUNY Learning Network SUNY Teaching, Learning, and Technology Program Office of the Provost State University of New York
    • 2.
      • Topics
        • How do people learn?
        • How do people learn online?
        • Some new research on “Teaching Presence”
      Overview
    • 3. Icebreaker
      • Introduce yourself to your neighbor:
      • Who are you?
      • What/Where do you teach?
    • 4. A task for you
      • Now – with a partner, answer the following questions:
      • What elements make for effective
      • learning “offline”?
      • How do people learn best? What conditions are necessary for learning to occur? Especially in higher education…
    • 5. Community Assessment Centered Knowledge Centered Learner Centered Bransford, et al (2002) “How People Learn”
    • 6. Knowledge Centered –Outcomes oriented - knowledge, skills, and attitudes needed for successful transfer.   Learner Centered - connect to the strengths, interests, and preconceptions of learners and help them learn about themselves as learners.   Community Centered –environment where students feel safe to ask questions, learn to work collaboratively, and are helped to develop lifelong learning skills.   Assessment Centered - provide multiple opportunities to make students’ thinking visible so they can receive feedback and be given a chance to revise. “ How People Learn” Framework (Bransford et al, 2002) People learn best in environments that are:
    • 7. The question we want to address: What makes a good online-learning environment?
    • 8. Online Learning Community Social Presence Teaching Presence Setting Climate Supporting Discourse A Developing Conceptual Framework for Online Learning Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive Presence
    • 9. Online Learning Community Teaching Presence A Developing Conceptual Framework for Online Learning Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002)
    • 10. Teaching Presence
      • Facilitating Discourse
      • Direct Instruction
      • Instructional Design and Organization
      • http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp
    • 11. Teaching Presence
      • Facilitating Discourse
      • Direct Instruction
      • Instructional Design and Organization
    • 12.
      • Facilitating Discourse or Interaction
        • Identifying areas of agreement and disagreement
        • Seeking to reach consensus/understanding
        • Encouraging, acknowledging, and reinforcing student contributions
        • Setting climate for learning
        • Drawing in participation, prompting discussion or interaction
        • Assessing the efficacy of the process
      Some Results of SLN Student Teaching Presence Questionnaire 73% of students expressed agreement that their instructors facilitated discourse effectively. 72% of student expressed agreement that their classmates facilitated discourse effectively. These percentages correlate directly to high levels of student satisfaction and reported learning.
    • 13. A task for you
      • Choose 2 or 3 indicators of Facilitating Discourse that are present in your course.
      • How do they manifest themselves for your students?
    • 14. Teaching Presence
      • Facilitating Discourse
      • Direct Instruction
      • Instructional Design and Organization
    • 15.
      • Direct Instruction
            • Presenting content and questions
            • Focusing the discussion
            • Summarizing the discussion
            • Confirm understanding through assessment and explanatory feedback
            • Diagnosing misperceptions
            • Injecting knowledge from diverse sources
            • Responding to technical concerns
      Some Results of SLN Student Teaching Presence Questionnaire 76% of students expressed agreement that their instructors provided direct instruction effectively. 66% of student expressed agreement that their classmates provided direct instruction effectively. These percentages correlate directly to high levels of student satisfaction and reported learning.
    • 16. A task for you
      • Choose 2 or 3 indicators of Instructional Direct Instruction that are present in your course.
      • How do they manifest themselves for your students?
    • 17. Teaching Presence
      • Facilitating Discourse
      • Direct Instruction
      • Instructional Design and Organization
    • 18.
      • Instructional Design and Organization
              • Setting the curriculum
              • Designing methods
              • Establishing time parameter
              • Utilizing the medium effectively
              • Establishing netiquette
      Some Results of SLN Student Teaching Presence Questionnaire Overall, 85% of student respondents agreed that the indicators for this category were present in their courses. This percentage correlates directly to high levels of student satisfaction and reported learning.
    • 19. A task for you
      • Choose 2 or 3 indicators of Instructional Design and Organization that are present in your course.
      • How do they manifest themselves for your students?
    • 20.
        • How do people learn?
        • How do people learn online?
        • Some new research on “Teaching Presence”…
      Summary
    • 21. ? Your questions ? Your questions http://SLN.suny.edu