The document discusses improving learning through forming a community of inquiry. It describes a community of inquiry as having three key elements - social presence, cognitive presence, and teaching presence. Social presence involves open communication, group cohesion, and personal relationships. Cognitive presence is a recursive process involving puzzlement, information exchange, connecting ideas, and testing solutions. Teaching presence provides design, facilitation and direction. Forming a community of inquiry can help learning become an active process of questioning and understanding through interaction, rather than just memorizing answers.
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Phil Ice, Director of Course Design, Research & Development, American Public University System
Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
This presentation will examine how the efficacy of instructional design components and new online learning technologies can be assessed with indicators of the Community of Inquiry Framework (CoI). The CoI framework has attracted considerable interest and has been used extensively to study and design online educational environments (Garrison & Arbough, 2007). The CoI explains the online learning experience as a function of three overlapping presences – social, cognitive, and teaching. The construct was validated through factor analysis by a multi-institutional team of researchers in 2007 (Swan, Richardson, Ice, Garrison, Cleaveland-Innes & Arbough, 2008), however, many questions remain as to what factors influence the effective projection of each presence. As the model is based on constructivist learning theory, the impact of well designed instruction and pedagogically based application of new technologies should impact the level and quality of interactions probed by the CoI indicators. This session will examine how quantitative and qualitative analysis of course outcomes, using the CoI survey instrument and associated rubrics can be applied to continuous quality improvement from an instructional design perspective. Participants will be provided with instruments, analysis techniques and ideas or application in their own practice.
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Phil Ice, Director of Course Design, Research & Development, American Public University System
Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
This presentation will examine how the efficacy of instructional design components and new online learning technologies can be assessed with indicators of the Community of Inquiry Framework (CoI). The CoI framework has attracted considerable interest and has been used extensively to study and design online educational environments (Garrison & Arbough, 2007). The CoI explains the online learning experience as a function of three overlapping presences – social, cognitive, and teaching. The construct was validated through factor analysis by a multi-institutional team of researchers in 2007 (Swan, Richardson, Ice, Garrison, Cleaveland-Innes & Arbough, 2008), however, many questions remain as to what factors influence the effective projection of each presence. As the model is based on constructivist learning theory, the impact of well designed instruction and pedagogically based application of new technologies should impact the level and quality of interactions probed by the CoI indicators. This session will examine how quantitative and qualitative analysis of course outcomes, using the CoI survey instrument and associated rubrics can be applied to continuous quality improvement from an instructional design perspective. Participants will be provided with instruments, analysis techniques and ideas or application in their own practice.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Adams & Iuzzini: Exploring Culturally Responsive Teaching and Learning Strate...Alexandra M. Pickett
SUNY Online Summit 2021 Day 3 Presentation
Speakers: Susan Adams, Associate Director, Teaching & Learning, Achieving the Dream, Inc.
Jon Iuzzini, Director of Teaching & Learning, Achieving the Dream, Inc.
– Moderator: Lisa Melohusky, Online Learning Coordinator, SUNY Fredonia.
Presentation: Exploring Culturally Responsive Teaching and Learning Strategies in Designing Equitable Digital Learning Environments
https://sunyonlinesummit2021.edublogs.org/2021/02/04/culturally-responsive/
https://sunyonlinesummit2021.edublogs.org/tag/day-3/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
From the Salon to the Agora:Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
Describing how UK schools are implementing Student Digital Leader initiatives to ensure technology is embedded into all areas of school life, extending into the local and wider community .. then how teachers are designing frameworks to identify skills/role specifications that can be accredited with Mozilla Open Badges.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Adams & Iuzzini: Exploring Culturally Responsive Teaching and Learning Strate...Alexandra M. Pickett
SUNY Online Summit 2021 Day 3 Presentation
Speakers: Susan Adams, Associate Director, Teaching & Learning, Achieving the Dream, Inc.
Jon Iuzzini, Director of Teaching & Learning, Achieving the Dream, Inc.
– Moderator: Lisa Melohusky, Online Learning Coordinator, SUNY Fredonia.
Presentation: Exploring Culturally Responsive Teaching and Learning Strategies in Designing Equitable Digital Learning Environments
https://sunyonlinesummit2021.edublogs.org/2021/02/04/culturally-responsive/
https://sunyonlinesummit2021.edublogs.org/tag/day-3/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
From the Salon to the Agora:Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
Describing how UK schools are implementing Student Digital Leader initiatives to ensure technology is embedded into all areas of school life, extending into the local and wider community .. then how teachers are designing frameworks to identify skills/role specifications that can be accredited with Mozilla Open Badges.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Become a leading learner. Connected learning: A Smart framework for educatorsJune Wall
As we move forward with the use of a range of technologies and pedagogies to meet rapidly expanding future needs, teachers are deluged with expectations of becoming a future oriented teacher to meet the future learning needs of our students. There are numerous frameworks to use when planning curriculum activities and the challenge is to decide which one best fits a given set of needs. Frameworks need to provide guidance and structure while still enabling flexibility. Connected learning, design thinking and digital literacy are principles, methodologies and literacies that must be incorporated into everyday teaching if future learning needs are to be met.
During the webinar, participants will explore some frameworks and discover one framework for learning developed by the presenter.
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
At the end of the session, you shall be able to
Define educational psychology
List atleast 5 aims of education psychology
Describe the history of educational psychology
Apply the psychological theories to the life of a Student
Enumerate the types of learners
1. Study skills:
Improving Learning through
The formation of
a Community of Inquiry
The importance of inquisitive mind and the value
of supporting social presence in a learning
environment
2. Learning Outcomes
• To enable students to appreciate that learning is less about being able to
cite the right answers but more about actively being engaged in the
process of learning.
• To empower students through proper understanding to appreciate and
utilize both collaborative learning and private study within i3L community
• To encourage students not to be ashamed of asking questions in their
study and to develop critical thinking and a genuine sense of curiosity in
their intellectual endeavor that they will retain well beyond the narrow
confines of their formal education.
4. Outline
• Learning as a process of inquiry
• Development of Learning through the
formation of a Community of Inquiry
• Elements of a Community of Inquiry
• Summary
5. Recent Development in Learning Theory
• Constructivist Theory
• Meaning should not be constructed in isolation.
• Improving the learning process qualitatively
through the application of critical thinking and
interaction
6. Learning through the process of inquiry
• Application of critical thinking through inquiry
• An inquiry is any process that has the aim of
augmenting knowledge, resolving doubt, or
solving a problem.
• It is essential that students be ACTIVELY engaged
in the PROCESS OF INQUIRY in their learning.
Why?
7. Learning through the process of inquiry
Because…
When action is divorced from thought, teaching
becomes information transmission by a kind of
scholastic pipeline into the mind of the pupils
whose business is to absorb what is transmitted
(Dewey & Childs, 1981, pp. 88-89)
8. Learning through the process of inquiry
Able to answer anything…
it has been programmed to
Able to find solutions or recognize
patterns as long as the required
information is made available
Unable to find creative solution or to
complete the picture of understanding.
In fact it lacks understanding of things.
It is merely able to compute even when the
computation is meaningless albeit
correct.
You’re much more than a computer,
So don’t behave as if you were a
computer.
It is okay not to know, we can find out
It is okay to be wrong,
take lessons from them
It is more important to know why than
to be able to remember the correct
answer
9. Learning through the process of inquiry
• Two fundamental ways to qualitatively
improve your learning: application of critical
thinking and interaction
• One way to practice critical thinking is by
actively engaging your mind through the
inquiry process.
10. Learning through the process of inquiry
• Interaction to improve learning can be practiced in the presence of
a community of learning
• For optimum learning, higher education experiences are best
conceived as communities of inquiry.
• A community of inquiry describes intellectual exchanges between
all involved in the process of learning i.e, between the students
themselves and between students and the instructors.
• A community of inquiry is inevitably described as the ideal and
heart of a higher education experience.
11. A Community of Inquiry
• A community of inquiry is characterized by:
Purposeful, open, and disciplined critical
discourseand reflection.
• Thus educational inquiry is both a reflective
and collaborative experience.
12. 1. Purposeful, open, and disciplined critical
discourse
• Purposeful:
First, learning is a process to investigate problems and
issues—not to memorize solutions.
Learning is focused on intended goals and learning
outcomes.
Learning must be purposeful, but flexible, to explore
unintended paths of interest.
13. 1. Purposeful, open, and disciplined critical
discourse
• Open:
The individuals must have the freedom to explore ideas,
and to question and construct meaning.
If learning is to be a process of inquiry, then it must focus
on questions, not just on answers.
Learners must be free to follow new leads, to question
public knowledge, to explore questions and to construct
and confirm resolutions collaboratively.
14. 1. Purposeful, open, and disciplined critical
discourse
• Disciplined (self-control):
Educational experience is a commitment to
scholarship.
It requires the discipline to interact academically
and respectfully with members of the
community as they engage in the pursuit of
common goals.
15. Second character of CoI: Reflection
• To Reflect: is to think deeply or carefully about something.
• To ‘take in’ what has been collaboratively discussed.
To construct meaning.
• To tie in loose ends and make sense of what has been
discussed or debated. To get a picture of understanding. A
personal review or trace back.
• It’s a personal activity involving self
16. Three elements that are present in a Community of
Inquiry
• The three elements present in a Community
of Inquiry are:
Social Presence,
Cognitive Presence,
Teaching Presence
18. Social Presence
• Students in a community of inquiry must feel
free to express themselves openly in a risk-
free manner.
• They must be able to develop the personal
relationships necessary to commit to, and
pursue, intended academic goals and gain a
sense of belonging to the community.
19. Social Presence
• The formal categories of social presence are:
Open communication, enabling open and purposeful discourse
Group cohesion, enabling collaboration
Affective/personal relationships, developing camaraderie
• These categories are progressive in the sense that
they establish, sustain, and develop a
community of inquiry.
20. Social Presence
• What are the factors that make Social
Presence to work as a community?
21. Cognitive Presence
• Cognitive presence is a recursive process that
encompasses:
States of puzzlement
Information exchange
Connection of ideas
Creation of concepts
Testing of the viability of solutions
25. Teaching Presence
• In an educational context, teaching presence
is essential to bring all elements together and
ensure that the community of interest is
productive.
• Teaching presence provides the design,
facilitation, and direction for the educational
experience.
26. Matching Learning Outcomes
• Introduction to Life Sciences, Molecular &
Cellular Biology, General & Organic Chemistry
• Show good understanding of meiosis and mitosis
• Explain the structure and reaction mechanism of
various organic compounds
• Account for different theories of disease and
immunity to disease
28. Community of Inquiry -- Summary
• Learning is a process to investigate problems and issues—
not to memorize solutions.
• If learning is to be a process of inquiry, then it must focus
on questions, not just on answers.
• Understanding is enhanced through interaction in the
community.
• Personal relationships may be an artifact of a successful
community of inquiry although they are not the primary
goals.
29. Community of Inquiry -- Summary
• Sustained communities of inquiry are
dependent upon purposeful and respectful
relations that encourage free and open
communication.
• Teaching presence gives direction and
facilitation in a community of inquiry to
ensure it stays on the proper purpose.
30. Community of Inquiry -- Summary
• By focusing on the process of inquiry,
higher-order thinking and learning
emerge.
• Higher-order thinking is being conceptually
rich, coherently organized and persistently
exploratory (Lipman, 1991)
31. Community of Inquiry -- Summary
• The process of inquiry requires considerable
intellectual discipline and through the
discipline of inquiry, participants acquire the
attitudes and skills to become critical thinkers
and to continue their learning BEYOND THE
NARROW SCOPE AND TIME LIMIT OF A
FORMAL EDUCATIONAL EXPERIENCE.
32. Welcome to i3L
I wish you a thrilling intellectual journey
and
for you to seize future opportunities with
intellectual ingenuity and finesse through
academic excellence