https://www.advance-he.ac.uk/programmes-events/calendar/curriculum-symposium-2021-post-pandemic-curriculum @AdvanceHE #AHE_PPC21

1. Please visit:
https://padlet.com/AmeenaLPayne/AHE_PPC21
Further details to come

2. Acknowledgement of
Country
I acknowledge the Wurundjeri People of the Kulin
Nation, as the traditional owners of the lands in which I
live. I express my gratitude to the Wurundjeri People for
their guardianship of this unceded land. I pay my
respects to all elders of the Kulin Nation, past and
present and extend that respect to other Indigenous
Peoples.

3. Thanks for attending
this workshop!
I’m Ameena
(she/her)
Instructor, Swinburne Online (Australia)
Fellow, Advance HE
Fellow, Higher Education Research and Development Society of
Australasia (HERDSA)
Student, Master of Education (Research Intensive)
AmeenaLPayne
#AHE_PPC21

4. Fostering Participatory
Engagement Within
Discussion Boards for Online
Students in Higher Education
Enhancing the discussion forum experience
#AHE_PPC21

6. https://padlet.com/AmeenaLPayne/AHE_PPC21

7. “I completed high school 20
years ago and wanted a ‘little
break’ before furthering my
study. That ‘little break’ was
extended as my family grew.
Life happened, and I never
quite found the right time to
keep my promise to myself to
go to uni – until now!”

8. “This is my first teaching period in uni. I’m 36 years
old. I live with my wife and two very active kids. When
I’m not being a chef, cleaner and taxi driver (you know
the list), I’m working as a learning support officer at
our local school. I haven’t written an academic essay
in over 15 years!”

9. Teaching and facilitation deficiencies are highlighted in digital learning environments
The most common area of complaint about online teaching and learning was that there
was insufficient engagement with teaching and tutoring staff and that much more
interaction with individual students was expected than had occurred.

10. Agenda
Community of Inquiry overview
Five elements overview
Cognitive presence
Social presence
Teaching presence
Strategies 1-5
Workshop
Debrief

11. Community of Inquiry
Vaughan & Garrison, 2006

12. This presentation will focus on three types of presence
- cognitive, social and teaching presence

13. Five elements:
• Multi-media
• Affiliative humour and storytelling
• Socratic questioning
• Reframes
• Summarising and weaving

14. Cognitive presence
Initiate and shape triggering events - the focus remains on the attainment of intended educational
outcomes
Students shift between private reflection and social exploration (including information exchange)
Integration is characterised by constructing meaning from the ideas generated in the exploratory phase
Practical application requires opportunities to apply newly created knowledge.
Reflecting “high-order knowledge
acquisition and application”, cognitive
presence is most associated with critical
thinking (Garrison et al., 2001, p. 6).

15. Cognitive presence

16. Cognitive presence

17. Cognitive presence

18. Social presence
Social presence is the ability to present oneself as authentic within
interpersonal interactions.

19. Teaching presence

20. Teaching presence

22. Strategy #1 – Use of multi-media
Canva
Powtoon
GIPHY
Unsplash

23. Strategy #1 Use of multi-media
Contrast and colour use are vital to
accessibility. Please refer to the
Web Content Accessibility
Guidelines (WCAG

24. Strategy #2 Affiliative humour and storytelling
We all have a unique story to tell. When online instructors incorporate storytelling and “affiliative
humour” (Pundt & Herrmann, 2015), rapport can be more rapidly built. Personal narratives establish
human connection which students can more deeply appreciate.
Embracing the tension between vulnerability and credibility: ‘intellectual candour’
(Molloy & Bearman, 2018)

25. Strategy #2 Affiliative humour and storytelling
Teacher immediacy is conceptualised as “nonverbal behaviours that
reduce psychological distance between teachers and students”
(Rourke et al., 2001, p. 5).

26. Strategy #3 Socratic questioning
The Socratic technique is not used to intimidate,
nor to patronise students, but instead for the very
reason Socrates developed it: to scaffold critical-
thinking skills in students and empower them to
approach their learning with an academic lens
(Payne, 2021).

27. Strategy #4 Reframes

28. Strategy #5 Summarising and weaving

29. Strategy #5 Summarising and weaving

30. https://padlet.com/AmeenaLPayne/AHE_PPC21
Activity
1. Read the article Developing Online Discussion Boards to Increase Student Engagement During the COVID-19 Pandemic
(Rashtchi & Khoshnevisan, 2021)
2. Describe the challenges online instructors face in using discussion forums
3. Explore the opportunities in utilising discussion forums
In your response, provide a bit of context of your cohort and discipline
A. Create a reframe for the above
B. Respond to 2 and 3 above
C. Reply your peers using a strategy AND/OR
D. Identify a strategy a peer has used
Strategy #1 Use of Multi-Media
Strategy #2 Affiliative Humour and Storytelling
Strategy #3 Socratic Questioning
Strategy #4 Reframes
Strategy #5 Summarising and Weaving

32. The creation of engaging, high trust spaces that are
rich with optimism, excitement, interactivity,
continuous streams of communication, rapid and
thorough responses, and two-way dialogue facilitate
and enrich the learning process (Payne, 2021).

33. https://padlet.com/AmeenaLPayne/AHE_PPC21
What do you think about the Community of Inquiry
framework and/or five strategies?
What will you implement in future?
What questions do you still have?

34. References
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing teaching presence in a computer conference environment. Journal of Asynchronous Learning Networks, 5(2), 1-
17. http://dx.doi.org/10.24059/olj.v5i2.1875
Boettcher, J. (2007). eCoaching tip 51: A garden of three presences — Social presence, teaching presence and cognitive presence. Designing for Learning.
http://designingforlearning.info/ecoachingtips/ecoaching-tip-51/
Department of Education, Skills and Employment. (2020). Higher Education Statistics: 2019 Section 1 Commencing students. https://www.dese.gov.au/higher-education-
statistics/resources/2019-section-1-commencing-students
Dewey, J. (1997). Experience and education. Simon & Schuster Inc
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1),
7-23. https://doi.org/10.1080/08923640109527071
Intel. (2007). The Socratic questioning technique. Intel Teach Program: https://www.intel.com.au/content/dam/www/program/education/us/en/documents/project-design/strategies/dep-
question-socratic.pdf
Jarvenpaa, S. L., Knoll, K., & Leidner, D. E. (1998). Is anybody out there? Antecedents of trust in global virtual teams. Journal of Management Information Systems, 14(4), 29-64.
https://doi.org/10.1080/07421222.1998.11518185
Martin, L. (2020). Foundations for good practice: The student experience of online learning in Australian higher education during the COVID-19 pandemic. Canberra: Australian
Government Tertiary Education Quality and Standards Agency (TESQA).
Payne A.L. (2021). A resource for e-moderators on fostering participatory engagement within discussion boards for online students in higher education. A practice report. Student
Success, 12(1), 93-101. https://doi.org/10.5204/ssj.1865
Pundt, A., & Herrmann, F. (2015). Affiliative and aggressive humour in leadership and their relationship to leader–member exchange. Journal of Occupational and Organizational
Psychology, 88, 108-125. https://doi.org/10.1111/joop.12081
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-
70.
Salmon, G. (2011). E-Moderating: The key to online teaching and learning (3rd ed.) Routledge.
The Social Research Centre. (2021). 2020 SES National Report. Canberra: The Social Research Centre. Retrieved from https://www.qilt.edu.au/qilt-surveys/student-experience
Vaughan, N., & Garrison, R. (2006). A blended faculty community of inquiry: Linking leadership, course redesign, and evaluation. Canadian Journal of University Continuing Education,
32(2), 67-92.

35. Thank you for viewing my presentation as part of the 2021 AdvanceHE Curriculum Symposium:
Post-Pandemic Curriculum.
As students continue to shift to
online learning, discussion forums
should cross the threshold from
superficial learning and participation
toward deep learning motivated by
engagement with questions,
experiences and people.
#AHE_PPC21