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The lms does matter
 

The lms does matter

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an inquiry into the relationship between the Community of Inquiry and the LMS. Modeled after Rubin et al (2009)

an inquiry into the relationship between the Community of Inquiry and the LMS. Modeled after Rubin et al (2009)

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    The lms does matter The lms does matter Presentation Transcript

    • THE LMS DOES MATTER GREG KETCHAM , SUNY OSWEGO
    • AGENDA• Project rationale• Past/Present survey focus• Community of Inquiry reviewed• CoI and Learning Theories• Survey Results• Next Steps• Q &A
    • RATIONALE• Rationale for updated survey • Rubin et al. research on LMS and CoI (2010) • Hypothesis: utilization of communication and information sharing tools in the LMS by faculty and students will support the elements of the Community of Inquiry model. • LMS transition
    • SURVEY DESIGN: PASTPrevious surveys: • Focus • Course design • Instructor&student interaction • Instructor characteristics (effectiveness, participation, enthusiasm, extra help) • Overall course rating/satisfaction • Return rate: 39% mean; range: 12%-85%
    • SURVEY DESIGN: UPDATENew survey:• Focus on interrelationship between LMS satisfaction and CoI elements• Pros: richer question set• Cons: twice as long; hard to toss old (relevent) questions
    • COMMUNITY OF INQUIRY
    • COI &LEARNING THEORY Where does CoI fiton the continuum of learning theories?
    • LEARNING THEORY 101Behaviorism• observable behavior (Pavlov, Skinner)• Development of specific objectives (classic ID process)Cognitivism• Knowledge exists outside the mind, as in behaviorism• Focus on information processing and memory structure (Tennyson & Schott)• Learners actively organize the learning process• Advance organizers (Ausubel)• Events of Instruction (Gagne)
    • LEARNING THEORY 101Constructivism• Knowledge is constructed based on interaction and prior experience• Cognitive contructivism (Piaget) –individual learner characteristics: impact on learning• Social constructivism (Vygotsky) –meaning making through social interactionConnectivism• “learning theory for the digital age” (Siemens)• Learning as creating connections (nodes) and developing networks• "to teach is to model and demonstrate, to learn is to practice and reflect” (Downes)
    • LEARNING THEORY 101Instructivism• Sometimes leveled as a critique of behaviorist/cognivist approaches• “Direct Instruction” as an example of practice- instructor centered and controlledRhizomatic Learning Theory• Based on rhizome theory (Deleuze and Guattari)-resistant to organizational structure, “favoring a nomadic system of growth and propagation”• Relationship to self-determined learning (heutogogy)(Hase and Kenyon)• Community as Curriculum (Cormier)• Rooted in connectivist and constructivist theories
    • LEARNING THEORY 101Problem Based Learning (PBL)• Problem definition and solutions development• Based on constructivism• Student centered, small group interactions• Instructor as facilitator and/or guide
    • CONNECTION OF COI TO PBL• “collaborative constructivist approach”• Elements of CoI directly derived from John Dewey (Swan, Garrison, and Richardson, 2010)• Practical inquiry (Dewey): Cognitive Presence• 4 phases of inquiry, leading to resolution(triggering event, exploration, integration, resolution)• Contextually based, socially situated learning (Dewey): Social Presence• Purpose, structure and leadership (Dewey): Teaching Presence
    • METHODOLOGY• Student survey; anonymous administration over time through LMS transition• Faculty survey: phase 2 of inquiry; focuses on faculty perceptions• Same instruments used in DePaul study
    • OVERALL QUALITY
    • LMS SATISFACTION
    • MOST LIKED FEATURES383 free text responses(83% response rate):• Easy to use• Easy to navigate• The lay out is user friendly and all information is easy to find.• Not much, Blackboard is better
    • MOST DISLIKED FEATURES360 free text responses(78% response rate):• It is impossible to follow discussion posts because of the way the threading works.• Email is frustrating.• Incompatibility with up to date browsers.• The only thing I disliked was ANGEL itself.• Just about everything... Angel can be equated to using a crayon to try to write Mozarts Requiem.
    • SOCIAL PRESENCE
    • COGNITIVE PRESENCE
    • COGNITIVE PRESENCE
    • TEACHING PRESENCE
    • TEACHING PRESENCE
    • NEXT STEPS• Code free-text LMS responses for emergent themes• Break down data to individual course surveys• Prune redundant questions• Continue to administer through LMS transition• Begin faculty survey
    • QUESTIONS?Collective meaning making time…