Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Slides for week four of the Social Module for the Design for Learning Program, about "Maintaining a Strategy for Social Media for Online Learning," by instructor Arden Kirkland. Videos for this module at https://www.youtube.com/playlist?list=PLw6HBD7UyT3kS-x52X2Lbybnz9ILZgeYP
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Slides for week four of the Social Module for the Design for Learning Program, about "Maintaining a Strategy for Social Media for Online Learning," by instructor Arden Kirkland. Videos for this module at https://www.youtube.com/playlist?list=PLw6HBD7UyT3kS-x52X2Lbybnz9ILZgeYP
Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September
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/
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
Using Technology to Support Cooperative Groups - Tots & Technology 2015Diana Benner
Cooperative Learning is a teaching arrangement that refers to small groups of students working together to achieve a common goal. Join me as we investigate using technology with Spencer Kagan's "Structures of Cooperative Learning" in order to increase student achievement.
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.
Introductory slides from the first 'Literature and Practice' Session of the uImagine Scholarship in Online Learning Group held on Monday 14th September
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/
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
Using Technology to Support Cooperative Groups - Tots & Technology 2015Diana Benner
Cooperative Learning is a teaching arrangement that refers to small groups of students working together to achieve a common goal. Join me as we investigate using technology with Spencer Kagan's "Structures of Cooperative Learning" in order to increase student achievement.
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.
Semantic Text Theme Generation in Collaborative Online Learning EnvironmentsDavid Wicks
Online students' ability to self-regulate led to focused attention and time on-task. Given a need for more theoretical work in this area, as well as the potential practical benefits, we sought to compare differences between high versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration lead to higher levels of semantic writing. Specifically, we explored how the use of collaboration technologies such as Google Docs and Google Hangouts impacted the level of ideas generated while participating in a group project. It was found that in terms of total generated semantic themes, low collaboration groups developed significantly more than their high collaboration counterparts in both online discussions and post course meta-reflective blog writings. Learning presence was the only significant predictor of unique theme generation on the individually generated meta-reflection blog post.
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
OLC Innovate - Keynote Lightning Round
New Orleans 2016
If the gold standard is peer-reviewed publications – how do we use potential to distribute and reuse course content to increase the validity of the content and the efficacy of it’s the author?
Today's the Day: Balancing the Reality of Faculty Scholarship with Innovation...Noreen Barajas-Murphy
Featured Session
OLC Innovate - New Orleans - 2016
A Choose-Your-Own-Adventure style presentation that takes the participants through a series of barriers in a true story of establishing a culture of instructional design at a university.
The presenters, Nori Barajas-Murphy and Erin Gratz, will share an eAuthoring model that pairs instructional designers and librarians with faculty subject matter experts to create professionally designed, innovative course materials. Participate in the discussion on how innovative eAuthored content minimizes student costs and promotes student engagement and learning.
This slide show was created for a presentation intended to inform the audience about the basics of instructional design. Survey data included was collected from several listserves including the Educause LTL and the Calibug Bb listserve.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Digital Tools and AI for Teaching Learning and Research
Developing Collaboration in Online Courses: A Study of Synchronous & Asynchronous
1. Developing Collaboration
in Online Courses:
A Comparison of Structured Group Assignments
in Synchronous and Asynchronous Courses
Nori Barajas-Murphy, M.Ed.
Jessica Decker, Ed.D.
University of La Verne
La Verne, CA
3. Session Outcomes
•Participants will identify
the elements of structured
group assignments in
online courses that lead to
collaboration
•Participants will compare
techniques for creating
and organizing effective
group assignments in
online classes
4. Agenda
• Context
• Role of Social Presence
• Elements of Structured Group
Activities
• Student Perception Data
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
5.
6. Context
• Small Liberal Arts University with
a reputation for small class size
and strong student-instructor
relationships
• Focus on social presence and
building relationships
Challenge: build online courses
that replicate what happens in
our f2f courses
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
8. Course Iterations 2009-2014
Progression of Creating and Organizing Effective Group Assignments
On-demand videos and assignments
Began including webcam in all on demand
Increased complexity of group work
Increased intentionality in group assignments
Move toward synchronous sessions
12. Building Social
Presence
•“the ability of learners to project
themselves socially and affectively into a
community of inquiry” (Rourke,
Anderson, Garrison, & Archer, 2001, p.
1)
•“relationship between social presence
and perceived learning and student
satisfaction in online courses”
(Gunawardena & Zittle, 1997;
Richardson & Swan, 2003; Swan & Shih,
2005)
•“Shared group identity should be
established early on; groups in online
settings benefit from the ability to
manage their interactions themselves,
thereby further developing the group’s
shared identity and increasing the
participants’ sense of ownership in group
activities” (Rogers & Lea, 2005)
13. Course Phases
Beginning
Early Middle
Late Middle
Closing
Getting to know you
Structured group
assignments
Student driven group
assignments
Course outcome
reflection
Boettcher & Conrad, 2010
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
15. Beginning Phase
First Session: synchronous
Content:
1. Introductions;
2. Course Orientation
Assignments:
1. WP Blog Bio (follow all
classmates’ blogs);
2. Picasa web album (shared with
group)
First Session: asynchronous (!)
Assignments:
1. Orientation videos
2. WP Blog Bio/Gravatar page
3. Add avatar image to LMS
4. Google+/Picasa web album
5. Introduction discussion forum
Asynchronous Class Synchronous Class
16. Middle Phases
Early Middle
World is Flat Wiki
Journalistic Article
Cell Phone Fairytale
Late Middle
Cool Tool Duel
Book Club
Synchronous & Asynchronous Class
17. Closing Phase
Course Outcome Reflection
Final blog post prompt:
Wow, I Think I Made It Post
Revisit the purpose & learning outcomes for this course in
the course syllabus. Address your progress towards
those outcomes giving any examples of your experience
Synchronous & Asynchronous Class
18.
19. Elements of Structured
Activities
1. Establish social presence
prior to assignment
2. Establish clear roles or
process for collaboration
within team activity
3. Select tools that allow
collaboration
4. Monitor participation
5. Rubrics with specific
expectations
6. Individual grading
accountability
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
20. Roles and Processes
Instructor-selected groups
Student-selected groups
Groups identify meeting process
Host/leaders identified by instructor
Reporters identified by instructor
Identified reporting process for group activity
21. Tools for Collaboration
Dependant upon assignment:
LMS for simple, reportable collaboration
(Discussion forum)
Cloud based for interaction, revision history,
greater variance in outcome (YouTube,
blogging, Google docs)
22. Monitoring Participation
Instructor access to revision history or
participation log
Early warning system from Grades (Early
middle and Late middle increasing frequency)
Instructor comments at assignment
checkpoints
Recognize and reinforce students or teams
meeting/exceeding expectations (Especially
in Beginning and Early Middle)
23. Rubrics and Accountability
Quantify expectations (comments, word
count, revision cycles)
Qualify expectations (content, depth)
Group and individual grade override
Rubrics include quantitative and qualitative
measures
Peer evaluations
24. EarlyMiddle Assignment
Roles/Collaborati
on
Tool
Feedback/Monitor
ing participation
Grading Rubric
World is
Flat
Summary
Single page wiki;
3 specific
contribution
deadlines
LMS wiki
(group page
collaboration)
Comments on
each due date;
Version history
Individual:
Conceptual
understanding;
formatting and
organization;
Group: participation
Journalistic
Article
Shared folder;
team
edits/commentin
g
Google Doc;
shared folder
Google revision
history
Individual: article
interest, voice,
length,
Group: comments,
sharing
Cell Phone
Fairy Tale
Leader
creates/shares
single
presentation
Leader creates
YouTube playlist;
adds/orders
video sequence
Google
Presentation
SnagIt
screencast
YouTube
playlist
Google revision
history; individual
screencasts as
part of complete
playlist
Individual: Images,
narration,
presentation tool
Group: cohesion,
playlist
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
25. LateMiddle-CoolToolDuel
Phase Assignment
Roles/Collaborat
ion
Tool
Feedback/
Monitoring
participation
Grading Rubric
S
Cool Tool
Duel
Diigo shared
bookmarking to
find educational
tools; individual
research &
presentation
Screencast/
Form
Polling for
“Coolest”
Diigo annotated
bookmarks;
shared group
bookmarks
Final submission
Individual/
partner
presentation
A
Cool Tool
Duel
Student
selected
groupings;
collaborative
research &
presentation
Screencast;
Google Form
Final submission
Individual/partn
er presentation
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
26. LateMiddle-BookClub
Phase Assignment
Roles/Collabor
ation
Tool
Feedback/Moni
toring
participation
Grading Rubric
S Book Club
Assigned
within
synchronous
session
LMS wiki
(individual
page/group
wiki)
Individual
page updates;
observation
of meetings
w/ feedback
Per student
A Book Club
Regular
meetings at
the discretion
of the group
LMS wiki
(individual
page/ group
wiki)
Individual
page updates
Per student
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
27.
28. Data Collection
Survey of course participants in both types
of sessions
Likert-scale questions about social presence
and group assignments
Open-ended questions about general course
and assignment structure
29. EarlyMiddle Assignment
Roles/Collaborati
on
Tool
Feedback/Monitor
ing participation
Grading Rubric
World is
Flat
Summary
Single page wiki;
3 specific
contribution
deadlines
LMS wiki
(group page
collaboration)
Comments on
each due date;
Version history
Individual:
Conceptual
understanding;
formatting and
organization;
Group: participation
Journalistic
Article
Shared folder;
team
edits/commentin
g
Google Doc;
shared folder
Google revision
history
Individual: article
interest, voice,
length,
Group: comments,
sharing
Cell Phone
Fairy Tale
Leader
creates/shares
single
presentation
Leader creates
YouTube playlist;
adds/orders
video sequence
Google
Presentation
SnagIt
screencast
YouTube
playlist
Google revision
history; individual
screencasts as
part of complete
playlist
Individual: Images,
narration,
presentation tool
Group: cohesion,
playlist
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
30. 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00
I was comfortable interacting with others in my group.
It was difficult to receive feedback from others in my group.
I was able to be expressive in interactions with my group.
The tool used for the assignment matched the purpose of the
assignment.
The tool selected for the assignment was difficult to use.
The tool provided a platform that promoted group interaction.
Roles were organized to promote collaboration within the
group.
I understood my role within the group for this assignment.
I understood the roles of other group members for this
assignment.
The assignment structure helped my group be successful.
The quality of my work was strengthened by working in a
group.
The quality of my work could have been improved by working
individually instead of in a group.
The directions for the assignment were clear and easy to follow.
I understood all components of the assignment.
I understood the method of grading my performance on the
assignment.
GroupArticle
Summary
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
31. Article–Peer
Feedback
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00
I was comfortable interacting with others in my group.
It was difficult to receive feedback from others in my group.
I was able to be expressive in interactions with my group.
The tool used for the assignment matched the purpose of the
assignment.
The tool selected for the assignment was difficult to use.
The tool provided a platform that promoted group interaction.
Roles were organized to promote collaboration within the
group.
I understood my role within the group for this assignment.
I understood the roles of other group members for this
assignment.
The assignment structure helped my group be successful.
The quality of my work was strengthened by working in a
group.
The quality of my work could have been improved by working
individually instead of in a group.
The directions for the assignment were clear and easy to follow.
I understood all components of the assignment.
I understood the method of grading my performance on the
assignment.
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
32. Collaborative
Presentation
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00
I was comfortable interacting with others in my group.
It was difficult to receive feedback from others in my group.
I was able to be expressive in interactions with my group.
[Google Presentation - Cell Phone Fairy Tale]
The tool selected for the assignment was difficult to use.
The tool provided a platform that promoted group interaction.
Roles were organized to promote collaboration within the
group.
I understood my role within the group for this assignment.
I understood the roles of other group members for this
assignment.
The assignment structure helped my group be successful.
The quality of my work was strengthened by working in a
group.
The quality of my work could have been improved by working
individually instead of in a group.
The directions for the assignment were clear and easy to follow.
I understood all components of the assignment.
I understood the method of grading my performance on the
assignment.
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
33. LateMiddle-CoolToolDuel
Phase Assignment
Roles/Collabora
tion
Tool
Feedback/
Monitoring
participation
Grading Rubric
S
Cool Tool
Duel
Diigo shared
bookmarking to
find educational
tools; individual
research &
presentation
Screencast/
Form
Polling for
“Coolest”
Diigo annotated
bookmarks;
shared group
bookmarks
Final submission
Individual/
partner
presentation
A
Cool Tool
Duel
Student
selected
groupings;
collaborative
research &
presentation
Screencast;
Google Form
Final submission
Individual/partn
er presentation
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
34. CoolToolDuel
0.00 1.00 2.00 3.00 4.00 5.00 6.00
I was comfortable interacting with others in my group.
It was difficult to receive feedback from others in my group.
I was able to be expressive in interactions with my group.
The tool used for the assignment matched the purpose of the
assignment.
The tool selected for the assignment was difficult to use.
The tool provided a platform that promoted group interaction.
Roles were organized to promote collaboration within the group.
I understood my role within the group for this assignment.
I understood the roles of other group members for this assignment.
The assignment structure helped my group be successful.
The quality of my work was strengthened by working in a group.
The quality of my work could have been improved by working
individually instead of in a group.
The directions for the assignment were clear and easy to follow.
I understood all components of the assignment.
I understood the method of grading my performance on the
assignment.
AsyncronousSynchronous
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
35. LateMiddle-BookClub
Phase Assignment
Roles/Collabor
ation
Tool
Feedback/Moni
toring
participation
Grading Rubric
S Book Club
Assigned
within
synchronous
session
LMS wiki
(individual
page/group
wiki)
Individual
page updates;
observation
of meetings
w/ feedback
Per student
A Book Club
Regular
meetings at
the discretion
of the group
LMS wiki
(individual
page/ group
wiki)
Individual
page updates
Per student
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
36. BookClub
0.00 1.00 2.00 3.00 4.00 5.00 6.00
I was comfortable interacting with others in my group.
It was difficult to receive feedback from others in my group.
I was able to be expressive in interactions with my group.
The tool used for the assignment matched the purpose of the
assignment.
The tool selected for the assignment was difficult to use.
The tool provided a platform that promoted group interaction.
Roles were organized to promote collaboration within the
group.
I understood my role within the group for this assignment.
I understood the roles of other group members for this
assignment.
The assignment structure helped my group be successful.
The quality of my work was strengthened by working in a group.
The quality of my work could have been improved by working
individually instead of in a group.
The directions for the assignment were clear and easy to follow.
I understood all components of the assignment.
I understood the method of grading my performance on the
assignment.
AsynchronousSynchronous
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
37. Initial Results/Themes
Students value the team and relationships
they build
“[The instructor] did provide us with a team which we
definitely utilized…”
“Got to know my peers more here than in any class setting
so far!”
“[The instructor] did a great job of making us a class even
though we were in different locations.”
38. Initial Results/Themes
Students value timely and specific feedback
from instructors
“[The instructor] gave positive and specific feedback that
helped us to improve upon our long term assignments
while still ensuring that we would learn on our own and
do the legwork ourselves.”
“Her feedback was extremely timely and helpful, and you
could tell she truly wanted students to be successful.”
39. Initial Results/Themes
Students appreciate the synchronous format
of the class
“I enjoyed the weekly online meetings/environment; it felt
as if I was still in a class rather than doing everything by
myself. I think format is really helpful for students who
want to have the online class experience, but also need
some sense of structure/accountability.”
“I loved the experience of having a virtual classroom. It
was a different experience that I think was really good for
me to have!”
40. Next Steps
Continue data collection
and analysis
Incorporate peer review
in assignment rubrics
Further develop
instructor monitoring
of student
participation
CC image by Ruthanne Reid
41. Agenda
• Context
• Role of Social Presence
• Elements of Structured Group
Activities
• Student Perception Data
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Editor's Notes
Nori
Jessica
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Layers of online at our campus:
La Verne Online
Online courses within programs
Central Campus – Regional Campus
(Liberal Studies + Teacher Education = 5 locations)
Education Specialist = 2 locations
This course is offered online and face to face: as part of a program
The challenge then is specific
Jessica
Population
Perspectives & experiences
Discuss extremes
Discuss unique to this course
Nori
Discuss progression of experience
Discuss our relationship – CTL certification + new faculty
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Community of Inquiry – concept of social presence
University of La Verne identity
Nori
Increasing intentionality/scaffold each assignment for the phase in the course
Using Boettcher & Conrad’s online course phases, we began structuring group activities in each phase to develop social presence amongst students
Nori
Opening and closing activities
Jess begins: Establishing social presence prior to group work: introductions & images; WP bio page used as a reference during course
Nori follows: Attention paid to images easily visible
Nori
Assignments designed for these phases to scaffold the online group work
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Jess; Essential elements of intentionality
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Quick view of column headings
Jess
Quick view of column headings
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Quick view of column headings
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Roles,
perception of having done alone,
the tool required,
amount of instructor and peer feedback,
understanding of grading
Nori
Intensity of feedback in the early middle
Clarity of individual roles for accountability
Nori
Pattern
3 lows
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Pattern
3 lows
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Pattern
3 lows
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Grouping optional, diigo lead in, screencast during meeting with google form activity, polling for “coolest”
YouTube Playlist later posted in LMS
Jess
Nori
Book club readings and discussion prompts clear for each section, meeting during class time, group leader varies, “binder” wiki for responses, grading per student
Jess,
Meeting on own time, binder wiki for responses, grading per student