This document summarizes a workshop on blended learning and inquiry-based design that engages faculty and students. The workshop introduces the Community of Inquiry framework, which views education as a collaborative and constructivist experience. It describes the three presences - social, cognitive, and teaching - that comprise a community of inquiry. Participants engage in activities to relate the framework to their own contexts. The workshop addresses how the presenters' institution developed a climate for change by applying the Community of Inquiry model across departments and encouraging collaboration. Participants are asked to consider how they can apply the ideas from the workshop in their own work.

1. Blended by Design
The resources from this workshop are offered via a "Creative Commons Attribution 4.0 Canada (CC- BY)”
Who’s here?
In the Chat Window, please type:
• Your name,
• Role and institution,
• & local weather report
How Inquiry Based Design is Engaging Faculty & Students
with Maureen Mackey and Sandra Polushin
Audio Check done?
Let’s get started!

2. Maureen Mackey & Sandra Polushin
2016-03-03 2
Sandra Polushin
Department of Disability and Community Studies
Faculty of Child, Family and Community Studies
Maureen Mackey
Health Sciences Learning Strategy & Quality
Coordinator
Department of Psychiatric Nursing Faculty Member

3. Agenda
 Introductions...Engaging from the start!
 Social Presence
 Community of Inquiry (CoI) Framework
 Cognitive Presence
 CoI your context of your T/L Environment
 Teaching Presence
 How we came to Inquiry Based Design
 Developing a Climate for Change!
1 idea about how to apply/integrate COI
into your work
3

4. Activity – Your Purpose in Being Here
Reflect & jot down some notes (1 minute)
 Why did you choose to attend this “lunch & learn?
 What do you want to learn from & offer members of this
session?
3/3/2016 https://pixabay.com/en/dialog-tip-advice-hint-speaking-148815/ CC0 Public Domain 4
After timer goes off, share your reflections
with a partner
To find a partner, right click on her/his
name in the Participant pane, and then
select “Send Private Chat”.
Send and Receive messages!

5. Reporting Back
 What were the most important ideas or neatest ideas generated
from your networking?
 Type your responses on this whiteboard, into the chat window, or
grab the mic!
2016-03-03 5
To activate your microphone, click on the Talk
Button just above the participant pane
Please click it again after speaking to deactivate
your microphone

6. Community of Inquiry Framework
 “The premise of the CoI Framework is that higher education is
both a collaborative and an individually constructivist learning
experience” (Vaughan et al, 2013, p. 10).
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7. Community of Inquiry Framework
https://www.flickr.com/photos/sloanpix/8205071402 https://creativecommons.org/licenses/by/2.0/
An educational community of inquiry is a group of individuals who
collaboratively engage in purposeful critical discourse and reflection to
construct personal meaning and confirm mutual understanding
(Garrison, 2011).

8. Activity
The premise of the CoI Framework is that higher education is both a collaborative
and an individually constructivist learning experience” (Vaughan et al, 2013, p. 10).
An educational community of inquiry is a group of individuals who collaboratively
engage in purposeful critical discourse and reflection to construct personal
meaning and confirm mutual understanding (Garrison, 2011).
 Considering your intentions and interest in being here, what can you relate to
in this description?
 What turns you off?
• Reflect & jot down some notes (1 minute)
• After timer goes off, share your reflections with a
partner
• To find a partner, right click on her/his name
in the Participant pane, and then select
“Send Private Chat”.
• Send and Receive messages!2016-03-03 8

9. Reporting Back
Considering your intentions and interest in being here, what
can you relate to in this description?
What turns you off?
 Type your responses on this whiteboard, use the chat, or grab the mic!
2016-03-03 9

10. 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.
Social Presence
 The ability of learners
to project their
personal
characteristics into the
community of inquiry,
thereby presenting
themselves as ‘real
people.’
Cognitive
Presence
Social
Presence
Teaching
Presence

11. Teaching Presence
 The design, facilitation
& direction of
cognitive and social
processes for the
purpose of realizing
personally meaningful
& educational
worthwhile learning
outcomes
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer
Conference Environment. Journal of asynchronous learning networks 11
Cognitive
Presence
Social
Presence
Teaching
Presence

12. Cognitive presence
 The extent to which
the participants in any
particular
configuration of a
community of inquiry
are able to construct
meaning through
sustained
communication
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Cognitive
Presence
Social
Presence
Teaching
Presence

13. Educational Experience with CoI
3/3/2016
The Community of Inquiry (COI) Model. Adapted from Critical inquiry in a text-based environment: Computer conferencing in higher education.
The Internet and Higher Education, 2(2-3) 87-105, by D. R. Garrison, T Anderson, and W. Archer, 2000.
13
Cognitive
Presence
Social
Presence
Teaching
Presence
EDUCATIONAL
EXPERIENCE

14. Instructor’s Facilitation:
An Essential Design Element
By U.S. Navy photo by Mass Communication Specialist 1st Class Eric Brown [Public domain], via Wikimedia Commons
https://upload.wikimedia.org/wikipedia/commons/e/e8/US_Navy_060827-N-2893B-
005_An_aft_lookout_sights_the_amphibious_command_ship_and_control_ship_USS_Mount_Whitney_%28LCC-
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Ok, structure is set,
times lines are
provided,
prompts are in place…
let’s see where they
go!

15. The Presences - Activity
 What examples of the overall Community of Inquiry
descriptions and social, teaching & cognitive presence
are you already using in your work?
 Or could readily add to your work?
2016-03-03 15
Reflect & jot down notes until 1 minute
timer goes off
Then, find a partner, right click on
his/his name in the Participant pane,
and then select “Send Private Chat”
Send and Receive messages!

16. Reporting Back
 What examples of the overall Community of Inquiry
descriptions and social, teaching and cognitive
presence are you already using in your work?
 Type your responses on this whiteboard, into the chat, or grab the
mic!
2016-03-03 16

17. “Foaming” a community of learners
https://pixabay.com/en/foam-blow-sand-water-beach-sea-567673/ CC0 Public Domain
During this session:
What examples from the CoI
descriptions were present?
What examples of social, teaching
and cognitive presences did you
notice?
Reflect & jot down notes until 1
minute timer goes off.
Then, find a partner, right click on
his/his name in the Participant
pane, and then select “Send
Private Chat”.
Send and Receive messages!

18. Reporting Back
 What examples of the overall Community of Inquiry
descriptions and social, teaching and cognitive
presence did you notice during this meeting?
 Type your responses on this whiteboard, into the chat, or grab the
mic! (Push Talk to activate & then to de-activate the mic)
2016-03-03 18

19. How we came to Inquiry-Based Design:
the problem of silos...
CollegeDegrees360 (2012) https://flic.kr/p/cEJpCY CC-BY-SA-2.0;
Ant Allan. Asymmetrical symbol of Chaos , https://commons.wikimedia.org/wiki/File%3AAsymmetrical_symbol_of_Chaos.ant.svg, CC-BY-SA-3.0
19
Faculty
Library
Student
Services
Admin
CEIT
Learning
Services Centre for
Students with
Disabilities
Vendor
Training

20. Developing the Climate for Change
 Leadership
 Strategic Plan & Community Forums
 Learning Technology Steering Committee (All Stakeholders)
 Hybrid Development Network Committee
 Processes
 Modeling the concept of CoI through our interactions within and
between departments
 Intentional Collaboration and mentoring between early adopters and
new faculty
 Scholarship of teaching & learning online
 The 5 minute show & tell
 Guest Speaker Series: innovations from other institutions
 Guest Speaker – Dr. Norm Vaughan (3 sessions to engage administration,
faculty and staff)
20

21. Supporting tools through collaboration
 College Wide Design Template
based upon the COI model & the
UDL Framework
 Consistent design for course
evaluations & probationary
evaluations for online teaching
 Exploration & use of learning
technologies to promote access,
strategic & motivational learning
(i.e. Kaltura, light board technology, MS
Surface Pro; new recording studio with
green screen
https://pixabay.com/en/person-smile-phone-trouble-571142/ CC0 Public Domain

22. Going forward....
What’s your
 What is 1 idea to
apply/integrate CoI into
your work this week?
 Reflect & jot down notes
until 1 minute timer goes
off
 Then, find a partner,
right click on his/his
name in the Participant
pane, and then select
“Send Private Chat”
 Send and Receive
messages!
2016-03-03
https://en.wikipedia.org/wiki/Water_skiing#/media/File:4high.jpg http://creativecommons.org/licenses/by-sa/3.0
22

23. Reporting back: Going forward....
What’s your
2016-03-03 23

24. Selected Resources
The Community of Inquiry [web site]. https://coi.athabascau.ca/
Garrison, D. R. (2011). E–Learning in the 21st century: A framework
for research and practice (2nd Edition). London:
Routledge/Falmer
The Interaction Equivalency (EQuiv) [web site].
http://equivalencytheorem.info/
Vaughan, N.D., Cleveland-Innes, M., & Garrison, D.R., (2013,
December). Teaching in blended learning environments:
Creating and sustaining communities of inquiry. Available
at: http://www.aupress.ca/index.php/books/120229

25. Thank you
douglascollege.ca