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Teaching PresenceTeaching PresenceDefined as:Defined as: The design, facilitation and direction ofThe design, facilitation and direction ofcognitive and social processes for the purpose ofcognitive and social processes for the purpose ofrealizing personally meaningful and educationalrealizing personally meaningful and educationalworthwhile learning outcomesworthwhile learning outcomes..Built upon the familiar models of Moore, Holmberg,Built upon the familiar models of Moore, Holmberg,Paulsen, and Mason, however provide ways toPaulsen, and Mason, however provide ways tomeasure the construct.measure the construct.
Teaching PresenceTeaching PresenceThe transcript analysis allows researcher toThe transcript analysis allows researcher todisaggregate the rolesdisaggregate the rolesInstructional designer and activity organizerInstructional designer and activity organizerDiscourse facilitatorDiscourse facilitatorSubject matter expertSubject matter expertEspecially critical in computer conferencing (asynchEspecially critical in computer conferencing (asynchtext) based education systemstext) based education systemsMajor cause of course breakdown.Major cause of course breakdown.
Instructional DesignInstructional DesignEnhancing course with additional resourcesEnhancing course with additional resourcesYouTube videosYouTube videosOERsOERsMOOCs and Khan AcademyMOOCs and Khan AcademyStudent submitted resourcesStudent submitted resourcesStudent created resources:Student created resources:Past assignmentsPast assignmentsPortals and Wikipedia articlesPortals and Wikipedia articlesLearn.istLearn.ist
Connectivist LearningConnectivist Learning“Connectivying” your coursehttp://terrya.edublogs.org/2012/12/18/connectivy-your-course/
Facilitating DiscourseFacilitating DiscourseRight size of sub-groupRight size of sub-groupRight kind of questionsRight kind of questionsRight number of questionsRight number of questionsRight quantity of InterventionsRight quantity of InterventionsUsing students as discussion leadersUsing students as discussion leadersVideo and Audio enhancementsVideo and Audio enhancementsVoiceThreadVoiceThreadUsing Synchronous sessionsUsing Synchronous sessions
Teaching Presence –Teaching Presence –Subject Matter ExpertSubject Matter ExpertKeeping current yourselfKeeping current yourselfDeveloping your professional networksDeveloping your professional networksFiltering ideas and solutionsFiltering ideas and solutionsYour blogYour blogSubscribing to Journals – notably www.irrodl.orgSubscribing to Journals – notably www.irrodl.orgReading Free Books from AU Press aupress.caReading Free Books from AU Press aupress.caGreat educational Twitter feedsGreat educational Twitter feeds
Teaching presenceTeaching presencein a Life Long Learning Erain a Life Long Learning EraLearners of today “used to work for someone else,Learners of today “used to work for someone else,but will increasingly work for themselves and insteadbut will increasingly work for themselves and insteadof serving as functionaries in the achievement ofof serving as functionaries in the achievement ofpurposes set by others, they will increasingly setpurposes set by others, they will increasingly setpurposes for themselves”purposes for themselves”Richard Sampson, 2005Richard Sampson, 2005
COI meets Web 2.0COI meets Web 2.0 How much does social presence increase inHow much does social presence increase insynchronous activitiessynchronous activities Does adding voice (auidoconferencing) graphicsDoes adding voice (auidoconferencing) graphics(web conferencing), pictures (video), virtual(web conferencing), pictures (video), virtualenvironment (immersion) significantly increase socialenvironment (immersion) significantly increase socialpresence?presence? Are the resulting limitations on access worth socialAre the resulting limitations on access worth socialand pedagogical gains?and pedagogical gains? When is too much social presence damaging?When is too much social presence damaging?
Learner AssessmentLearner AssessmentAuthentic assessment “the measurement ofAuthentic assessment “the measurement of"intellectual accomplishments that are worthwhile,"intellectual accomplishments that are worthwhile,significant, and meaningful”significant, and meaningful” Wehlage, Newmann, & Secada,Wehlage, Newmann, & Secada,1996, p. 231996, p. 23See http://youtu.be/c_gibuFZXZwSee http://youtu.be/c_gibuFZXZwE-PortfoliosE-Portfolioshttps://portfolio.elab.athabascau.ca/view/view.php?https://portfolio.elab.athabascau.ca/view/view.php?id=2822id=2822
Assessment Voice Marking using Adobe ConnectAssessment Voice Marking using Adobe ConnectIce, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio Feedback toEnhance Teaching Presence and Students’ Sense of Community. Journal of AsychronousLearning Network, 11(2)
NetNetPresencePresenceGoodier, S., & Czerniewicz, L. (2013). Academics’ online presence: A four-step guide to taking control of your visibility.University of Capetown. http://openuct.uct.ac.za/sites/default/files/Online%20Visibility%20Guidelines.pdf.
What Type of Networked Academic PersonaWhat Type of Networked Academic PersonaHave you Created?Have you Created?Barbour, K., & Marshall, D. (2012). The academic online: Constructing persona throughthe World Wide Web. First Monday, 17(9).http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3969/3292.
Beyond the LMSSocial networking in a boutique networkhttps://Landing. athabascau.ca
Walled Gardens (withWalled Gardens (withwindows)windows)Connectivist learning thrives in safe learning spacesConnectivist learning thrives in safe learning spaceswith windows allowing randomness, externalwith windows allowing randomness, externalparticipation and public presentationparticipation and public presentation
What is the Landing?What is the Landing?A private space for Athabasca University –A private space for Athabasca University –students, staff, alumnistudents, staff, alumniA public place for sharing knowledgeA public place for sharing knowledgeA user controlled creative spaceA user controlled creative spaceBoutique social networkBoutique social networkNetworking, blogging, photos,Networking, blogging, photos,microblogging, polls, calendars, groupsmicroblogging, polls, calendars, groupsand moreand moreBuilt on elgg.org platformBuilt on elgg.org platform
ConclusionsConclusionsCOI most widely quoted heuristic and research theory inCOI most widely quoted heuristic and research theory inonline learningonline learningNeed to use new tools to enhance cognitive, social andNeed to use new tools to enhance cognitive, social andteaching presenceteaching presenceDoes it speak to learning in your course contexts?Does it speak to learning in your course contexts?Is it a useful tool for education development and research?Is it a useful tool for education development and research?Your comments and questions, pleaseYour comments and questions, pleaseTerry Anderson firstname.lastname@example.orgTerry Anderson email@example.comBlog: terrya.edublogs.orgBlog: terrya.edublogs.org
Why low rate of problem resolution inWhy low rate of problem resolution inCognitive Presence?Cognitive Presence?Instructional design- no problem to resolveInstructional design- no problem to resolvePoor teacher guidance/assessmentPoor teacher guidance/assessmentResolution reflected in final papers/exams or case studies – notResolution reflected in final papers/exams or case studies – notin online discussionin online discussionArtificial context of formal learning- no space for realArtificial context of formal learning- no space for realapplicationapplicationPoor instrumentation or modelPoor instrumentation or modelOnline asynch discussion is not powerful enough to support fullOnline asynch discussion is not powerful enough to support fullcognitive presencecognitive presenceTakes too much timeTakes too much time