C OMMUNITY
C OMMUNITY

IN

E DUCATION



Higher education views community as essential for
supporting collaborative learning and dis...
C OMMUNITY

OF I NQUIRY

Social
Presence
Setting
Climate

Teaching
Presence

Supporting
Discourse

Educational
Experience
...
S OCIAL P RESENCE


The ability to establish personal relationships
purposed to inquiry through effective
communication, ...
S OCIAL E LEMENT


Developing a community through social presence
is essential:


Discourse must occur for transformatio...
C OGNITIVE P RESENCE


Exploration, construction, resolution and
confirmation of understanding through
collaboration and ...
P RACTICAL I NQUIRY M ODEL

Practical Inquiry Model (Garrison, 2007)
T EACHING P RESENCE


Design, facilitation and direct instruction are
necessary since interaction and discourse are
essen...
A PPLICATIONS O NLINE


Social Presence – Discussion Boards, Course Lounge:
“developing relationships” online, synchronou...
R EFERENCES


Garrison, D. R. (2007). Online community of
inquiry review: Social, cognitive, and teaching
presence issues...
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Community

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Community

  1. 1. C OMMUNITY
  2. 2. C OMMUNITY IN E DUCATION  Higher education views community as essential for supporting collaborative learning and discourse that is necessary for higher levels of learning (Garrison, 2007).  The Holy See describes the school as a community in terms of the different relationships therein (Miller, 2006); the student-teacher relationship is that which must be most cherished and fostered.
  3. 3. C OMMUNITY OF I NQUIRY Social Presence Setting Climate Teaching Presence Supporting Discourse Educational Experience Selecting Content Cognitive Presence Community of Inquiry Framework (Garrison, 2007)
  4. 4. S OCIAL P RESENCE  The ability to establish personal relationships purposed to inquiry through effective communication, open communication and group cohesion.  Less essential if learning activities are not collaborative in nature.
  5. 5. S OCIAL E LEMENT  Developing a community through social presence is essential:  Discourse must occur for transformational learning – dialogue in which different points of view are examined critically.  Imitation and witness since “modern man listens more willingly to witnesses than to teachers, and if he does listen to teachers, it is because they are witnesses” - Pope Paul VI (Miller, 2006).
  6. 6. C OGNITIVE P RESENCE  Exploration, construction, resolution and confirmation of understanding through collaboration and reflection in a community of inquiry.  Appropriate direction and task design allow for online collaboration to move past exploration of a thought to practical construction of knowledge, resolving issues, and confirming understanding by acting on resolutions (see Experiential Learning, LS2).
  7. 7. P RACTICAL I NQUIRY M ODEL Practical Inquiry Model (Garrison, 2007)
  8. 8. T EACHING P RESENCE  Design, facilitation and direct instruction are necessary since interaction and discourse are essential for higher-order learning but cannot occur without structure (design) and leadership (facilitation and direction), especially in an online community.  Social presence is sometimes neither necessary nor desired among more academically-focused students; however, teaching presence is extremely important in terms of direction and design of collaborative practical activities for a community of inquiry.
  9. 9. A PPLICATIONS O NLINE  Social Presence – Discussion Boards, Course Lounge: “developing relationships” online, synchronous session (Blackboard Collaborate, Skype, GoogleHangouts) to meet-and-greet.  Cognitive Presence – Blogs, Discussion Boards: “discourse purposed to reflection and transformation” online.  Teaching Presence – Announcements, presence on Discussion Board threads and Blog comments, detailed feedback on Assignments and via Email or Phone Calls.
  10. 10. R EFERENCES  Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.  Miller, J. M. (2006). The Holy See's Teaching on Catholic Schools. Manchester, NH: Sophia Institute Press.

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