This session will focus on evaluating and improving aspects of teaching, cognitive, and social presence in online courses using the Community of Inquiry framework. Participants will be divided into small groups, each assigned to one of the three presences. The groups will collaborate using a pre-created wiki page to describe course activities and designs that could enhance their assigned presence area. The presenter will then combine the group work into a comprehensive resource after the session concludes. The goal is for participants to gain experience applying the CoI framework to propose practical course improvements.
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
The document discusses various topics related to the scholarship of teaching and learning (SoTL). It begins with an overview of key areas in SoTL research, including research designs, threats to validity, and variables in the study of learning. Different models of teaching are presented, ranging from traditional lecturing to active and collaborative learning techniques. The document then discusses frameworks for conceptualizing teaching and learning, including dimensions of teaching excellence and components that influence learning outcomes. It emphasizes the importance of reflection and assessment in the scholarship of teaching and emphasizes applying evidence-based approaches to improve teaching and maximize student learning.
This is an example report generated by the SLN online teaching self-assessment survey for experienced online faculty found at http://sln.suny.edu/teachingsurvey
This survey is open for use by anyone interested in improving the quality of their online course.
This performance task involves students collaboratively designing, building, and testing a slide prototype. The goal is to move an object a specified distance down the slide. Students work in groups to develop a slide plan, seek funding to build a prototype, test and refine the prototype, and present their learning process to the community. The task addresses standards in social studies, math, science, and language arts. Students self-assess and reflect throughout as they engage in problem-solving, effective communication, and incorporating feedback to improve their design. The open-ended, collaborative nature of the task promotes differentiation and engagement for all learners.
The document discusses strategies for enriching students' online learning experiences through the integration of three presences: social, cognitive, and teaching. It outlines various techniques instructors can use to improve each presence. For social presence, it recommends facilitating discussions, modeling social cues, and requiring graded discussions. For cognitive presence, it suggests using problem-based and debate prompts, as well as having instructors take challenging stances. For teaching presence, it advises course design techniques like setting clear expectations, and facilitation techniques like focusing discussions and providing feedback. The goal is to help instructors humanize online content and build a community of learning through strategic integration of these three presences.
This document summarizes a presentation about humanizing online courses. It discusses establishing instructor, social, and cognitive presence to improve the educational experience. Instructor presence is created through setting a supportive climate, such as introducing oneself and providing feedback. Social presence is developed by having students introduce themselves and incorporating collaborative learning. Cognitive presence encourages deep learning through critical thinking strategies like problem-based learning and reflection. The goal is for these three types of presence to work together to support discourse and learning according to the Community of Inquiry framework.
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
The document discusses various topics related to the scholarship of teaching and learning (SoTL). It begins with an overview of key areas in SoTL research, including research designs, threats to validity, and variables in the study of learning. Different models of teaching are presented, ranging from traditional lecturing to active and collaborative learning techniques. The document then discusses frameworks for conceptualizing teaching and learning, including dimensions of teaching excellence and components that influence learning outcomes. It emphasizes the importance of reflection and assessment in the scholarship of teaching and emphasizes applying evidence-based approaches to improve teaching and maximize student learning.
This is an example report generated by the SLN online teaching self-assessment survey for experienced online faculty found at http://sln.suny.edu/teachingsurvey
This survey is open for use by anyone interested in improving the quality of their online course.
This performance task involves students collaboratively designing, building, and testing a slide prototype. The goal is to move an object a specified distance down the slide. Students work in groups to develop a slide plan, seek funding to build a prototype, test and refine the prototype, and present their learning process to the community. The task addresses standards in social studies, math, science, and language arts. Students self-assess and reflect throughout as they engage in problem-solving, effective communication, and incorporating feedback to improve their design. The open-ended, collaborative nature of the task promotes differentiation and engagement for all learners.
The document discusses strategies for enriching students' online learning experiences through the integration of three presences: social, cognitive, and teaching. It outlines various techniques instructors can use to improve each presence. For social presence, it recommends facilitating discussions, modeling social cues, and requiring graded discussions. For cognitive presence, it suggests using problem-based and debate prompts, as well as having instructors take challenging stances. For teaching presence, it advises course design techniques like setting clear expectations, and facilitation techniques like focusing discussions and providing feedback. The goal is to help instructors humanize online content and build a community of learning through strategic integration of these three presences.
This document summarizes a presentation about humanizing online courses. It discusses establishing instructor, social, and cognitive presence to improve the educational experience. Instructor presence is created through setting a supportive climate, such as introducing oneself and providing feedback. Social presence is developed by having students introduce themselves and incorporating collaborative learning. Cognitive presence encourages deep learning through critical thinking strategies like problem-based learning and reflection. The goal is for these three types of presence to work together to support discourse and learning according to the Community of Inquiry framework.
Presentation mental health in higher ed exploring the relevance of udl km u...Frederic Fovet
This document summarizes a workshop discussing how universal design for learning (UDL) principles can be applied to address mental health issues in higher education.
The workshop explored how classroom practices and instructional design can sometimes exacerbate student mental health problems. Applying UDL principles of providing multiple means of representation, engagement, and expression could help reduce mental health issues by offering flexibility in assignments, assessments, and participation requirements.
The document discussed perspectives from accessibility services personnel, instructors, and instructional designers. Accessibility staff noted issues students report like timed exams and rigid deadlines. Instructors discussed tensions in course delivery and assessment that could impact mental health. Instructional designers explored applying UDL solutions like alternative assignment formats or
This document outlines a proposed phenomenological study to understand how collaborating with an instructional designer to develop an online course influences a professor's pedagogical practices. The study would interview professors and IDs about their experiences in the process. It aims to see if interactions lead professors to adopt more student-centered methods aligned with instructional design principles. The conceptual frameworks of Merrill's First Principles and a threat management model of trust will guide the analysis. The goal is to understand if online course design presents a "golden opportunity" for faculty development through collaboration with trained IDs.
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
This document discusses working in teams as educators. It covers consultation, which involves sharing knowledge to define needs and plan for student learning. Collaboration involves co-educators like teachers and support staff working as a team to provide appropriate learning. Teamwork refers to groups of educators addressing common goals and striving for student success. The document emphasizes effective communication, using technology, and maintaining an ethical approach when working together.
The document summarizes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. The program aims to address high teacher attrition rates by providing mentoring, professional development, and opportunities for collaboration within a community of practice. Preliminary findings from the program's first meeting indicate that participating student teachers and alumni teachers find benefits from networking with other education professionals and reflecting on the challenges of teaching with guidance and resources.
The document summarizes a talk on designing and implementing collaborative assessment. It discusses having student input on assessment design and implementation to increase engagement. Peer feedback is a key part of collaborative assessment where students provide feedback to each other. Research shows students benefit more from giving peer feedback than receiving it. Challenges to peer feedback include students not taking it seriously and poor quality feedback. Training, modeling, and guidance from teachers can help address these challenges and improve peer feedback practices.
The document discusses cooperative learning, providing details on:
1. Types of cooperative learning including formal, informal, and base group learning. Formal involves structured groups working on tasks, while informal uses temporary discussion pairs.
2. Techniques for cooperative learning like jigsaw, think-pair-share, and reciprocal teaching that involve student interaction and teaching each other.
3. Elements that define cooperative learning including positive interdependence, individual accountability, promotive interaction, and developing social skills. Research shows cooperative learning improves learning outcomes and skills compared to traditional methods.
The document discusses the Global Skills for College Completion (GSCC) program, which uses an online community and activity theory framework to facilitate professional development for community college faculty. GSCC aims to improve developmental education pedagogy. Key aspects highlighted by activity theory include: (1) how GSCC blurs boundaries between professional development and pedagogy, (2) contradictions that arise from tagging practices that spark innovation, and (3) changing faculty roles. While qualitative feedback was very positive, the program did not significantly increase student pass rates.
This document discusses computer-supported collaborative learning (CSCL) and how it uses instructional methods that encourage students to work together on learning tasks, as opposed to traditional teacher-centered approaches. CSCL is enabled by technologies like blogs, wikis, and cloud-based document sharing, which allow for nonlinear knowledge sharing between students and teachers. Collaborative learning environments provide benefits like developing higher-order thinking skills, but also present challenges for instructors and students in adjusting to more student-centered and group-focused methods.
Not Just Gifted on Thursdays: Increasing Differentiation through Collaborativ...Liz Fogarty
This document provides information about co-teaching strategies that can be used to increase differentiation in the classroom. It defines co-teaching as two or more teachers sharing responsibility for planning, instruction, and assessment. The document outlines seven co-teaching strategies (one teach/one observe, one teach/one assist, station teaching, parallel teaching, supplemental teaching, alternative teaching, and team teaching) and provides examples and advantages of each. It also discusses benefits of co-teaching for students including increased engagement and individual attention.
The document discusses learning communities and their focus on improving student learning through collaboration. It defines a learning community as having a shared mission and vision, collaborative teams, a focus on learning over teaching, and using data to continuously improve. The benefits include improved student achievement, engagement, and reduced teacher isolation. Key aspects are establishing common planning time, setting team goals and sharing strategies to analyze student performance. Overall, learning communities aim to increase commitment, morale, and student learning through the collaborative work of educators.
The document discusses using the Community of Inquiry (CoI) framework survey to evaluate online and blended learning environments at multiple institutional levels. The CoI framework assumes effective online learning involves developing a community that supports meaningful inquiry. It identifies three presences - social, cognitive, and teaching. The CoI survey measures these presences using Likert scale items to provide data for continuous quality improvement. The author's institution has used the CoI survey extensively, collecting over 130,000 responses. Analysis of CoI data can inform course and instructional design, technology integration, and testing of educational interventions.
The document discusses collaborative learning, which is an educational approach where students learn in groups. It outlines some shortcomings of traditional learning methods like memorization and lack of critical thinking. Collaborative learning involves students working together on tasks and projects, sharing ideas, and understanding different perspectives. The benefits include better understanding through discussion and idea sharing. Effective strategies include clarifying roles, forming diverse groups, and using technology to facilitate remote work. The teacher's role is to form groups, provide resources, and assess student work in groups.
The document discusses student engagement in online courses. It begins by outlining four levels of student engagement from most engaged to least engaged: authentic engagement, strategic compliance, ritual compliance, and retreatism/rebellion. It then discusses the Quality Matters rubric and standard 5 on learner interaction and engagement. Standard 5 emphasizes aligning learning activities with course/module objectives and assessments to actively engage learners. It provides examples of learning activities that promote learner-instructor, learner-learner, and learner-content interaction. Finally, the document provides tips for instructors to humanize their online courses and improve student engagement, such as using pictures/videos, clear communication, and offering positive feedback.
The document provides information about co-teaching strategies used by teachers. It defines co-teaching as two or more teachers working together to plan, deliver, and assess instruction for a group of students. It then describes several co-teaching strategies including one teach one observe, one teach one assist, station teaching, parallel teaching, and supplemental teaching. It also summarizes research that found students in co-taught classrooms had statistically significant higher reading and math proficiency scores compared to students in single-teacher classrooms.
2019 feedback showdown - pool a and b - Edu GurusSteven Kolber
Feedback for teachers to engage with different scholars definitions and edu-gurus ideas about what makes good feedback and different conceptions and ideas about best practice teaching for teachers to consider their professional learning and development needs.
This document discusses ways to increase motivation and engagement among teachers and students during the COVID-19 pandemic. It notes that many teachers are overworked, enjoying their jobs less, and considering leaving due to pandemic challenges. Student engagement has also dropped significantly. The document provides strategies administrators and educators have used successfully, such as focusing on positives rather than negatives, giving teachers time back through tools like Istation that save on planning, and showing appreciation for efforts. Providing data and resources empowers teachers to help students succeed. Giving students ownership over learning also boosts motivation. Blended learning tools can gamify lessons and track engagement. Motivating teachers ultimately benefits 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.
The document proposes a new teaching and learning model called Collaborative Integrative Learning (CIL) that draws elements from existing models to develop skills needed for accounting professionals. CIL combines Communities of Inquiry (CoI), Instrucional Learning Design Framework (ILDF), and Wisdom Communities (Wiscom) to provide an active, collaborative learning experience centered on specific learning objectives. By integrating social, cognitive, and teaching presences from CoI; collaborative learning strategies from ILDF; and Wiscom's cycle of inquiry, CIL aims to collectively create knowledge and solve problems through mentoring and reflection within a learning community. The model was piloted in an online accounting course and showed initial promising results in developing
Presentation mental health in higher ed exploring the relevance of udl km u...Frederic Fovet
This document summarizes a workshop discussing how universal design for learning (UDL) principles can be applied to address mental health issues in higher education.
The workshop explored how classroom practices and instructional design can sometimes exacerbate student mental health problems. Applying UDL principles of providing multiple means of representation, engagement, and expression could help reduce mental health issues by offering flexibility in assignments, assessments, and participation requirements.
The document discussed perspectives from accessibility services personnel, instructors, and instructional designers. Accessibility staff noted issues students report like timed exams and rigid deadlines. Instructors discussed tensions in course delivery and assessment that could impact mental health. Instructional designers explored applying UDL solutions like alternative assignment formats or
This document outlines a proposed phenomenological study to understand how collaborating with an instructional designer to develop an online course influences a professor's pedagogical practices. The study would interview professors and IDs about their experiences in the process. It aims to see if interactions lead professors to adopt more student-centered methods aligned with instructional design principles. The conceptual frameworks of Merrill's First Principles and a threat management model of trust will guide the analysis. The goal is to understand if online course design presents a "golden opportunity" for faculty development through collaboration with trained IDs.
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
This document discusses working in teams as educators. It covers consultation, which involves sharing knowledge to define needs and plan for student learning. Collaboration involves co-educators like teachers and support staff working as a team to provide appropriate learning. Teamwork refers to groups of educators addressing common goals and striving for student success. The document emphasizes effective communication, using technology, and maintaining an ethical approach when working together.
The document summarizes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. The program aims to address high teacher attrition rates by providing mentoring, professional development, and opportunities for collaboration within a community of practice. Preliminary findings from the program's first meeting indicate that participating student teachers and alumni teachers find benefits from networking with other education professionals and reflecting on the challenges of teaching with guidance and resources.
The document summarizes a talk on designing and implementing collaborative assessment. It discusses having student input on assessment design and implementation to increase engagement. Peer feedback is a key part of collaborative assessment where students provide feedback to each other. Research shows students benefit more from giving peer feedback than receiving it. Challenges to peer feedback include students not taking it seriously and poor quality feedback. Training, modeling, and guidance from teachers can help address these challenges and improve peer feedback practices.
The document discusses cooperative learning, providing details on:
1. Types of cooperative learning including formal, informal, and base group learning. Formal involves structured groups working on tasks, while informal uses temporary discussion pairs.
2. Techniques for cooperative learning like jigsaw, think-pair-share, and reciprocal teaching that involve student interaction and teaching each other.
3. Elements that define cooperative learning including positive interdependence, individual accountability, promotive interaction, and developing social skills. Research shows cooperative learning improves learning outcomes and skills compared to traditional methods.
The document discusses the Global Skills for College Completion (GSCC) program, which uses an online community and activity theory framework to facilitate professional development for community college faculty. GSCC aims to improve developmental education pedagogy. Key aspects highlighted by activity theory include: (1) how GSCC blurs boundaries between professional development and pedagogy, (2) contradictions that arise from tagging practices that spark innovation, and (3) changing faculty roles. While qualitative feedback was very positive, the program did not significantly increase student pass rates.
This document discusses computer-supported collaborative learning (CSCL) and how it uses instructional methods that encourage students to work together on learning tasks, as opposed to traditional teacher-centered approaches. CSCL is enabled by technologies like blogs, wikis, and cloud-based document sharing, which allow for nonlinear knowledge sharing between students and teachers. Collaborative learning environments provide benefits like developing higher-order thinking skills, but also present challenges for instructors and students in adjusting to more student-centered and group-focused methods.
Not Just Gifted on Thursdays: Increasing Differentiation through Collaborativ...Liz Fogarty
This document provides information about co-teaching strategies that can be used to increase differentiation in the classroom. It defines co-teaching as two or more teachers sharing responsibility for planning, instruction, and assessment. The document outlines seven co-teaching strategies (one teach/one observe, one teach/one assist, station teaching, parallel teaching, supplemental teaching, alternative teaching, and team teaching) and provides examples and advantages of each. It also discusses benefits of co-teaching for students including increased engagement and individual attention.
The document discusses learning communities and their focus on improving student learning through collaboration. It defines a learning community as having a shared mission and vision, collaborative teams, a focus on learning over teaching, and using data to continuously improve. The benefits include improved student achievement, engagement, and reduced teacher isolation. Key aspects are establishing common planning time, setting team goals and sharing strategies to analyze student performance. Overall, learning communities aim to increase commitment, morale, and student learning through the collaborative work of educators.
The document discusses using the Community of Inquiry (CoI) framework survey to evaluate online and blended learning environments at multiple institutional levels. The CoI framework assumes effective online learning involves developing a community that supports meaningful inquiry. It identifies three presences - social, cognitive, and teaching. The CoI survey measures these presences using Likert scale items to provide data for continuous quality improvement. The author's institution has used the CoI survey extensively, collecting over 130,000 responses. Analysis of CoI data can inform course and instructional design, technology integration, and testing of educational interventions.
The document discusses collaborative learning, which is an educational approach where students learn in groups. It outlines some shortcomings of traditional learning methods like memorization and lack of critical thinking. Collaborative learning involves students working together on tasks and projects, sharing ideas, and understanding different perspectives. The benefits include better understanding through discussion and idea sharing. Effective strategies include clarifying roles, forming diverse groups, and using technology to facilitate remote work. The teacher's role is to form groups, provide resources, and assess student work in groups.
The document discusses student engagement in online courses. It begins by outlining four levels of student engagement from most engaged to least engaged: authentic engagement, strategic compliance, ritual compliance, and retreatism/rebellion. It then discusses the Quality Matters rubric and standard 5 on learner interaction and engagement. Standard 5 emphasizes aligning learning activities with course/module objectives and assessments to actively engage learners. It provides examples of learning activities that promote learner-instructor, learner-learner, and learner-content interaction. Finally, the document provides tips for instructors to humanize their online courses and improve student engagement, such as using pictures/videos, clear communication, and offering positive feedback.
The document provides information about co-teaching strategies used by teachers. It defines co-teaching as two or more teachers working together to plan, deliver, and assess instruction for a group of students. It then describes several co-teaching strategies including one teach one observe, one teach one assist, station teaching, parallel teaching, and supplemental teaching. It also summarizes research that found students in co-taught classrooms had statistically significant higher reading and math proficiency scores compared to students in single-teacher classrooms.
2019 feedback showdown - pool a and b - Edu GurusSteven Kolber
Feedback for teachers to engage with different scholars definitions and edu-gurus ideas about what makes good feedback and different conceptions and ideas about best practice teaching for teachers to consider their professional learning and development needs.
This document discusses ways to increase motivation and engagement among teachers and students during the COVID-19 pandemic. It notes that many teachers are overworked, enjoying their jobs less, and considering leaving due to pandemic challenges. Student engagement has also dropped significantly. The document provides strategies administrators and educators have used successfully, such as focusing on positives rather than negatives, giving teachers time back through tools like Istation that save on planning, and showing appreciation for efforts. Providing data and resources empowers teachers to help students succeed. Giving students ownership over learning also boosts motivation. Blended learning tools can gamify lessons and track engagement. Motivating teachers ultimately benefits 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.
The document proposes a new teaching and learning model called Collaborative Integrative Learning (CIL) that draws elements from existing models to develop skills needed for accounting professionals. CIL combines Communities of Inquiry (CoI), Instrucional Learning Design Framework (ILDF), and Wisdom Communities (Wiscom) to provide an active, collaborative learning experience centered on specific learning objectives. By integrating social, cognitive, and teaching presences from CoI; collaborative learning strategies from ILDF; and Wiscom's cycle of inquiry, CIL aims to collectively create knowledge and solve problems through mentoring and reflection within a learning community. The model was piloted in an online accounting course and showed initial promising results in developing
Suzanne Hayes Learning Presence CDL Conference 2013 Suzanne Hayes
The document discusses the concept of learning presence, a proposed new element of the Community of Inquiry framework. The framework originally included three elements - social presence, teaching presence, and cognitive presence. However, research uncovered interactions among online students that were self-regulated and purposeful but did not fit within the existing three elements. termed learning presence. It is defined as students taking a proactive stance to marshal thoughts, emotions, and strategies to support successful online learning. Learning presence involves four dimensions - forethought and planning, monitoring, strategy use, and reflection. The document outlines how learning presence can be measured and promoted to enhance students' online learning experiences.
This summary provides an overview of a study on improving teaching presence in virtual classrooms:
1. The study examined the three presences (social, cognitive, and teaching) that make up the Community of Inquiry model in blended and online courses. It specifically looked at how teaching presence relates to student satisfaction and instructor interaction.
2. A survey based on the Community of Inquiry instrument was administered to students to collect data on the three presences and how they may relate to demographics and differ between online and blended courses.
3. Preliminary results found the survey to have excellent reliability. Factor analysis also supported the validity of the three presences as distinct constructs.
Session 2: Self-directed & Collaborative LearningAshley Tan
The document discusses self-directed learning (SDL) and collaborative learning (CL). It defines SDL as learning that individuals direct and achieve on their own, while CL involves social construction of knowledge through interaction with others. Students are asked to discuss SDL and CL in pairs, identify gaps in their own knowledge, and consolidate what they learned about the topics in a wiki or blog. The document provides guidance on designing learning experiences to promote SDL and CL, including setting goals, exploring ideas with peers, and providing feedback.
Portfolios in Higher Education: Capitalizing on the Digital and Interactivedcambrid
This document summarizes different models and approaches for using digital portfolios in higher education. It discusses how digital portfolios can ease management, offer feedback, scaffold learning, document lifelong learning, and enable multimedia reflection. Several case studies are described that exemplify these approaches, such as using portfolios to assess writing skills, facilitate collaborative learning, and document leadership development. Challenges and benefits of these models are discussed.
This document discusses student engagement, examining its foundations and ways to implement it effectively. It provides an overview of the roots of student engagement concepts in previous research. It explores student engagement through a constructivist lens, seeing it as a multidimensional concept influenced by student expectations, workload, autonomy, relationships and sense of community. The document advocates for partnership between students and educators to foster engaged learning and outlines some principles and examples of enhancing student engagement, including in combined honors degree programs.
The document discusses authentic intellectual work (AIW) in education, which involves constructing knowledge through disciplined inquiry that has value beyond school. It describes components of authentic instruction like higher-order thinking skills, deep knowledge, and value beyond the classroom. Models for incorporating authentic instruction into lessons are provided, along with rubrics and guidelines for observation and support among teachers.
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.
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...witthaus
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
Aet 562. self guided social media training. ltc. week 6 (2)Rebecca Ybarra
This document provides an overview of using social learning tools for professional development and training in higher education. It discusses how social learning can help overcome barriers to training like attrition and lack of interaction. Examples of social media tools that can be used for collaboration and problem solving are described, like Facebook, YouTube, Google Docs and Slack. Guidelines are provided for addressing ethical issues and how leadership can support goals through social learning.
The document discusses data from the Community College Survey of Student Engagement (CCSSE) administered at Butler Community College. It shows that while some of Butler's benchmark scores have improved in areas like active and collaborative learning and academic challenge, they still lag behind average scores. The document suggests that to better engage millennial students, who expect to actively participate and apply knowledge, Butler needs to focus on higher-order thinking skills and give students opportunities to analyze, evaluate, synthesize and create. It concludes that some faculty are improving engagement practices but that Butler needs to share best practices more and set goals to close the gap with average scores by the next CCSSE administration.
The document discusses communities of inquiry and communities of practice in education. It defines a community of inquiry as a problem-driven, small group discussion that incorporates critical thinking and research methods. A community of inquiry framework involves social, cognitive, and teaching presence to support meaningful educational experiences. Communities of practice are groups that share interests and learn from each other through regular interaction. The document provides examples of how communities of inquiry and communities of practice can be cultivated to maximize student engagement in dynamic, self-directed learning environments.
Reflective Learning with E-Portfolios Mini-Institutedcambrid
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
This document discusses conceptualizing student engagement to improve policy and practice. It begins by outlining goals of developing a shared understanding of engagement, a concept map, and principles to guide practice. It then reviews dominant conceptions focusing on behaviors and surveys. Problems with this paradigm are discussed, including that engagement is holistic, socially constructed, and dynamic. Alternative qualitative research perspectives are presented focusing on influences like expectations, relationships, and belonging. A revised definition of engagement and principles for engaging students are proposed. The document concludes by reviewing approaches that work like learning communities and a whole institutional approach, and establishing a network to further engagement work.
The document discusses developing an online presence for teaching. It provides information on establishing presence through community of inquiry, teaching presence, and course design. Specific strategies are outlined, such as communicating clearly with students, providing feedback, facilitating discussions, and overcoming obstacles to presence. Stages of teacher readiness with technology are also defined from non-readiness to fully redefining teaching with technology. The overall goal is to immerse students in an online experience and make them forget they are taking a class online through active engagement and a strong sense of presence.
Session03 ICT for Meaningful Learning (SDL & CoL)Ashley Tan
The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
This document summarizes a workshop on blended learning design and research. The workshop included an overview of blended learning, examining a case study theme in groups, presentations of the case studies with peer feedback, and a wrap up. The overview of blended learning discussed definitions and approaches like the flipped classroom. The rest of the workshop guided participants through analyzing, designing, and implementing a blended learning case study of their choice on a given theme.
1. This session will
use a wiki page
entitled
evaluatingacoi.
wikispaces.com
Take time
before we begin
to log-on or
create an
account at
Wikispaces.com
Directions are
included in your
handouts.
2. Theoretical Framework
Define teaching,
cognitive, and social
presence using the
Community of
Inquiry (CoI)
theoretical
framework, and
consider the
dynamic interconnectedness and
the need for balance
of each presence
(Garrison, Anderson,
& Archer, 2000).
Survey Data
Examine the CoI
survey and data
on students’
perceptions of the
degree of each
aspect of presence
and expressed
satisfaction.
Consider additional
survey items which
provide enhanced
student feedback.
Course Improvement
Propose elements
of course design
which target
different aspects of
presence with the
goal of balancing
perceptions of each
type of presence
and increasing
satisfaction.
4. “The reality is that the CoI theoretical framework
with its collaborative constructivist perspective
is essentially incompatible with traditional distance
education approaches that value independence and
autonomy over collaborative discourse in purposeful
Communities of Inquiry” (Garrison, 2012, p. 251).
5. Teaching Presence (TP) is . . .
“the design,
facilitation, and
direction of
cognitive and
social processes
for the purpose
of realizing
personally
meaningful and
educationally
worthwhile
learning
outcomes”
(Anderson, Rourke,
Garrison, & Archer,
2001, p. 5).
Figure adapted from (Garrison, Anderson, & Archer, 2000)
6. Discourse Facilitation
Defining boundaries and ideas
Focusing the conversation on point or
allowing exploration of topic
Motivating with attention to students’
efficacy
Clarifying ideas and shared experiences
Instructional
Design &
Organization
Setting curriculum,
standards, targets,
scaffolding
Creating and implementing
course calendar
Managing netiquette
Providing feedback and direction
Direct
Instruction
Leading discussion,
summarizing ideas in play
Questioning and probing
Injecting of new knowledge
Designing methods,
activities
Selecting media or tools
Providing models
Offering direction for
technical support
(Garrison, 2007; van Shie, 2008, retrieved from http://communitiesofinquiry.com/sites/communityofinquiry.com/files/concept-map.gif)
7. Social Presence (SP) is . . .
“the ability of
participants to
identify with the
group or course
of study,
communicate
purposefully
in a trusting
environment,
and develop
personal and
affective
relationships
progressively
by way of
projecting their
individual
personalities”
(Garrison, 2011, p.
34).
Figure adapted from (Garrison, Anderson, & Archer, 2000)
8. Open Communication
Continuing threads
Quoting and referring to each
others’ statements when developing
one’s own responses
Complimenting and agreeing
Affective
Expression
Using humor, text styles,
emoticons to express
feelings
Expressing statements of personal
growth or thought processes
without risk
Group Cohesion
Encouraging and including
others
Using names and greetings
Expressing feelings
Using plural pronouns
Expressing a sense of
safety to speak without fear
of unfair treatment by any
member of community
Working together toward a
goal; mentioning the goal in
terms of each other’s
participation and valued
contributions
Garrison, 2007; van Shie, 2008, retrieved from http://communitiesofinquiry.com/sites/communityofinquiry.com/files/concept-map.gif
9. Cognitive Presence (CP) is . . .
“the extent to
which
learners are
able to
construct and
confirm
meaning
through
sustained
reflection and
discourse”
(Garrison,
Anderson, &
Archer, 2001,
p. 11).
Figure adapted from (Garrison, Anderson, & Archer, 2000)
10. Four Stages of the Practical Inquiry Model
(Akoyol & Garrison, 2011)
Exploration
Triggering
Event
Puzzling
about a
topic
Recognizing
the problem
but not yet
working
Integration
Resolution
Exchanging
information
in discussion
Connecting
ideas
Testing or
defending
solutions
Recognizing
divergent
views
Offering
suggestions
or brainstorming
Finding
point of
convergence
Offering
tentative
conclusions
or solutions
Applying
new ideas
to problem
Applying
knowledge
to other
settings
11. Cognitive
In his seminal
work on
communities of
learners, Dewey
warned against
the dangers of
allowing any one
aspect of
presence to
overshadow
another aspect.
He wrote of the
necessity to
maintain
balance between
all groups of the
community.
(Tolu, 2013)
Teaching
Social
“The CoI is a generic theoretical framework that must
be viewed as a means to study collaborative
constructivist educational transactions – be they in
online, blended, or face-to-face environments.
The validation of this framework would also suggest
that it can be used as a rubric to test for
functioning communities of inquiry” (Garrison,
2012, p. 251, bolding not in the original text).
The degree of each aspect of presence shifts over time
during the administration of a course; social presence
may be stronger at first in a blended design (Akyol &
Garrison, 2008, 2011b).
12. Ten years of research demonstrated that
teaching presence is “a significant determinant
of student satisfaction, perceived learning, and
sense of community” (Garrison, Anderson, & Archer, 2010, p. 7).
“Despite a CoI’s learner-centered, socially rich
experience, learners demand instructional
presence and sharing of expertise from their
instructors” (Shea, Hayes, Smith, Vickers, Bidjerano, & Picket, 2012).
13. Percentage Very/Dissatisfied Students
After employing
strategies to
improve
teaching
presence, the
percentage of
positive student
perceptions
of teaching
presence
in the course
increased,
and negative
responses
decreased.
Improving Teaching Presence
25.00
20.33
20.00
15.50
15.00
13.33
12.00
10.00
12.25
11.67
11.00
8.67
5.00
1.00
0.00
1
Teaching Presence Average
Series1 Fall
20.33
Class #1
Series2 Winter
12.00
Class #2
Series3 Spring
Class #3
8.67
2
Social Presence Average
13.33
3
Cognitive Presence Average
15.50
11.67
12.25
1.00
11.00
Three Small Enrollment Course Designs Adjusted with Targeted
Improvements to Teaching Presence
Over a Period of Three Terms (N = 25-35)
(CoI survey retrieved from http://communitiesofinquiry.com/methodology )
14. (Bonk & Zhang, 2008; Lehman & Conceição, 2010; Stavredes, 2011)
1. Scavenger hunt: Create a synchronous or asynchronous scavenger hunt to orient
students within the learning management system
2. Course calendar: Develop, distribute, and post a complete and thorough course calendar
with specific directions, deadlines, and objectives/rubrics
3. Chronological template: Chronologically organize study materials and assignments;
include TED talks, MOOC segments, and podcasts (consider a program design template)
4. Scaffolding strategies: Construct “soft” scaffolded assignments with lessening support
5. Clear directions: post audio, video AND text-based directions and technical support
6. Clear expectations: Visibly post minimum forum expectations and samples (take care
to post samples that will not impair creative response to assignments)
7. Prompt feedback: Provide text feedback, audio feedback and combinations of audio
and written feedback (Ice, Curtis, Philips, & Wells, 2007)
8. Coffee-shop talk: Create an “open” forum for off-topic conversations or help-needed
question and answer
15. 9.
Options: Provide choices
10. Chunks: Present instruction and assignments in segments
11. Goals: Require students to set goals and track progress
12. Communication: Create clarification/muddy point forum
13. Application: Assign authentic case studies (later have
students create their own case studies to share and to resolve)
14. Tension: Assign or take minority or unpopular view in
discussions (may use surveys to determine minority view)
15. Reflection: Ask students to reflect on and connect new
learning to life situations
(Dennen & Bonk, 2007)
16. Phases of Engagement Model (Conrad & Donaldson, 2012)
Manage large groups of
students with one-on-one
interaction on ice-breakers
and finding commonalities
Suggestion to
Enhance
Teaching
Presence:
Apply the
Phases of
Engagement
Model
Help pairs share and
move to consensus on
content-specific tasks
including reflection
Guide or assist small 3-5
person contract-based
teams to complete tasks
that build real world skills
Act as fellow learner &
guide while students take
more responsibility in
learner-initiated/led tasks
Empower learners to
reflect, recognize personal
growth, and apply content
knowledge for their own career
or daily needs
17. Choice of Assignments:
Address Same Objective
Template: Introduce
new skill OR begin a task
Webliography
Wiki:
Glossary of
terms, ideas
, & links
Pro/Con Wiki Debate:
Defend both sides
Muddiest
Point
or
Vitals
Check:
Wiki or
DB
Forum
Case
Studies:
Resolve
Using
Groups
Wiki Pictionary:
Describe/Define and
Collaborate (Low-Risk
Activity)
18. Social presence is critical if learning occurs because of dialog
and collaboration. Students must be present, feel
present, engage with others in a safe environment for exploring
and applying new knowledge (Garrison, 2011).
In years past, researchers established that it is possible
to be feel and to project oneself socially in a virtual
world (Gunawardina, Lowe, & Anderson, 1997; Rovai 2002).
Perceptions of social presence are linked to student satisfaction
and perceived learning outcomes (Richardson & Swan, 2003;
Swan, Garrison, & Richardson, 2009).
High levels of social presence were most necessary at the
beginning of a course, but as the group bonds, the need for
social presence lessens, and teaching and cognition are more
in the foreground (Akyol & Garrison, 2008).
19. Improving Social Presence
After employing
SP
improvement
strategies, the
percentage of
positive student
perceptions of
SP
increased, and
negative
responses
decreased.
Percentage Very/Dissatisfied Students
30.00
24.67
25.00
21.50
20.00
17.33
15.00
13.67
11.50
10.67
10.00
5.00
5.00
4.50
3.67
0.00
1
2
Social Presence Average
Series1 Fall
Class #1
17.33
24.67
21.50
Series2#2 Winter
Class
10.67
13.67
11.50
Series3#3 Spring
Class
3.67
5.00
4.50
Teaching Presence Average
3
Cognitive Presence Average
Three Small Improvement Course Designs Adjusted with Targeted
Improvements to Social Presence
Over a Period of Three Terms (N=25-35)
(CoI Survey retrieved from http://communitiesofinquiry.com/methodology )
20. When
students
respond with
dissatisfaction
about
measures of
social
presence, they
are saying that
they did not
interactive
effectively or
feel
comfortable
online.
Send a Welcome
E-mail to Class
Greetings, and
welcome to our ABCD123 course. Join us for
a scavenger hunt . . .
Class Roster
Wiki: SelfIntroduction
with Photo
)
Try Brookfield’s
Discussion Techniques
with the CoI framework
Face2Face or Synchronously
(Armstrong & Thornton, 2012)
Post Rules:
Discourse
Netiquette
21. Social and teaching presence create the path to engagement and
reflection necessary for higher levels of cognition (Garrison, 2007;
Swan, Garrison, & Richardson, 2009, bolding not in the original text).
“70% of the variance in the online students’ levels of cognitive presence, a
multivariate measure of learning, can be modeled based on their reports of
their instructors’ skills in fostering teaching presence and their own
abilities to establish a sense of social presence” (Shea & Bidjerano, 2009).
Difficulties noted in attaining higher levels of cognition on discussion
forums were attributed to types of questions posed (Garrison & Arbaugh, 2007;
Garrison & Cleveland-Innes, 2005, bolding not in the original text).
Students proceed to higher levels of cognition when given a specific
problem to resolve or provided with directives that demand
integration and resolution, operation at top cognitive levels (Shea &
Bidjerano, 2008, bolding not in the original text).
22. Improving Cognitive Presence
16.00
14.67
Percentage Very/Dissatisfied Students
Cognitive
presence may be
the most
important aspect
of a class, being
as the goal of
teaching is
learning, but it
may be the most
difficult to
establish partly
due to its
reliance on
teaching and
social presence
14.00
12.00
10.00
9.00
9.50
9.00
8.00
6.67
6.00
4.33
4.00
2.00
0.00
0.00
1
Teaching Presence Average
Series1
14.67
Class #1 Fall
Social Presence Average
2
3
Cognitive Presence Average
11.00
11.50
Series2
Class #2 Winter
9.00
9.00
9.50
Series3
6.67
4.33
0.00
Class #3 Spring
(Arbaugh 2007;
Garrison, & ClevelandInnes, 2005).
11.50
11.00
Three Small Enrollment Course Designs Adjusted with Targeted Improvements to
Cognitive Presence
Over a Period of Three Terms (N= 25-35)
(CoI Survey retrieved from http://communitiesofinquiry.com/methodology )
23. Suggestions to Improve
Cognitive Presence
1. Repeated practice: Provide several opportunities for
practice on a desired objective: Increase the number of wikis in
the course to improve social presence and collaboration. See
(West & West, 2009)
2. Multiple demonstrations and sample target papers:
Improved the process for Peer Review and Case Study
responses using a combination of tasks: DB (exploration) >
Wiki (integration) > Journal (reflection)
3. Varied and connected discussion tasks:
Structured, scaffolded, role play, debate mixed methods in
discussions (Darabi, Arrastia, Nelson, Cornille, & Liang, 2011)
4. Posed divergent or minority points of view: Assigned
or argued in discussion, wiki, & journal topics to challenge
critical thinking or reflective responses (Dennen & Bonk, 2007)
5. Assigned reflection: Various activities for Journals & Wiki
for personal and shared reflection (Conrad & Donaldson, 2012)
24. Suggestion to Improve Cognitive Presence
Employ Combinations of Interactive Tools
in a Series of Related Assignments
Journal or Blog
Design
Features
Discussion Board
Wiki
Author centered
reflection, author-owned,
static, linear, comments
at the end, static ,
chronological, single
post
Topic centered and
comment driven threads
and postings, static,
collaborative, linear
Document centered,
collaborative creation,
constantly changing edited by
entire group; all interactive;
nonlinear
Reading responses,
notes, reflections on
topics, summaries,
evaluations, rough drafts
of projects
Self-introductions, role
play, exploration, case
studies, debate, sharing
of ideas & some media
Creating documents, projects,
sharing media or resources,
building pages, analysis,
brainstorming
Graphic
Illustration
Possible
Uses
25. Collaboration Activity
Participants are grouped in
manageable-sized
groups, preferably 3-5.
Groups will address one of
the forms of presence:
Teaching, Cognitive, or
Social.
Each group will find its own
previously created and
labeled Wikispace.com page
on ImprovingaCoI.
To build the wiki page, each
group will describe activities
which could enhance the
aspect of presence that they
have been assigned.
After the conference
ends, your presenter will edit
and combine all entries to
form one wiki page from the
conference which will be
accessible to you and editable
by you for as long as Wiki
Go to
Improvingacoi.wikispaces.com
Login (make an account)
Find your group page. Click on
it to open it for editing. Add
ideas for activities to consider.
Troubles? Check the How to
Use Wikispaces Handout in
your packet of materials.
26. Contribute ideas that you have regarding activities/practices
that could improve Teaching Presence to your group wiki page.
Instructional Design Strategies
Facilitative Discourse Techniques
Direct Instructional Tools
27. Contribute ideas you have regarding activities/practices that could
improve Social Presence to your group wiki page.
Affective Expression
Open Communication
Group Cohesion
28. Contribute ideas that you have regarding activities/practices
that could improve Cognitive Presence to your group wiki page.
Triggering
Exploration
Integration
Resolution
29. Learning
Presence
“The findings from
this study underscore
the importance of
quality of teaching
presence and social
presence, but also the
fact that rankings of
cognitive gains are
likely to depend on
the characteristics the
learner bring to the
learning environment
when quality of
teaching or the
quality of social
interaction are low or
inadequate”
(Shea &
Bidjerano, 2012, p.
326)
Structuring
environment
Managing time
and tasks
Seeking help
Self-evaluating
performance
Teaching
Presence
Cognitive
Presence
Setting goals
Social
Presence
Shea & Bidjerano, 2010, 2012
30. Current research:
the construct of
metacognition may
be related to the
aspect of cognitive
presence in a CoI
Knowledge
of
Cognition
Monitoring
of
Cognition
See the
metacognition
survey items which
have been recently
introduced for
research
development in the
handouts for the
session.
Cognitive
Presence
Regulation
of
Cognition
Adapted from (Garrison & Akyol, 2013; see also Akyol & Garrison, 2011a, 2011b)
31. New Research on CoI Survey Items:
Emotional Presence
Emotions could
act on all aspects
of presence.
Novice students
must learn to act in
a virtual
environment;
instructors who are
sensitive to
emotional presence
present
interventions to
allow students to
adjust and learn
(Cleveland-Innes &
Campbell, 2012).
Emotional Presence
Emotional Presence: “the outward expression of
emotion, affect, and feeling by individuals and among individuals
in a community of inquiry, as they relate to and interact with the
learning technology, course content, students, and the instructor”
(Cleveland-Innes & Campbell, 2012, p. 283).
32. References
Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course:
Understanding the progression and integration of social, cognitive, and teaching presence. Journal of
Asynchronous Learning Networks, 12(3-4), 3-22.
Akyol, Z., & Garrison, D. R. (2011a). Assessing metacognition in an online community of inquiry. The Internet and
Higher Education, 14(3), 183-190.
Akyol, Z., & Garrison, D. R. (2011b). Understanding cognitive presence in an online and blended community of
inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational
Technology 42(2), 233-250.
Arbaugh, J. B. (2007). An empirical verification of the community of inquiry framework. Journal of Asynchronous
Learning Network, 11(1), 73-85.
Armstrong, A., & Thornton, N. (2012). Incorporating Brookfield's discussion techniques synchronously into
asynchronous online courses. Quarterly Review of Distance Education, 13(1), 1-9.
Bonk, C. J., & Zhang, K. (2008) Empowering online learning: 100+ activities for reading, reflecting, displaying, and
doing. San Francisco, CA: Jossey-Bass, Wiley.
Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptions and their
relations to perceived learning. Social Psychology of Education, 11(2), 323-346.
Cleveland-Innes, M. & Campbell, P. (2012). Emotional presence, learning, and the online learning envi-ronment.
The International Review of Research in Open and Distance Learning, 13(4), 269-92.
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Conrad, R. M., & Donaldson, J. A. (2012). Continuing to engage the online learner: More activities and resources for
creative instruction. San Francisco, CA: Jossey-Bass, Wiley.
Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous
online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(1), 216-227.
Dennen, V. P., & Bonk, C. J. (2007). We’ll leave the lightp on for you: Keeping learners motivated in online
courses. In L. A. Tomei (Ed.). Online and distance learning: Concepts, methodologies, tools, and applications (pp.
64-76). Hershey, PA: Idea Group Global.
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Boston, MA: D. C. Heath.
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Garrison, D. R. (2011). E-Learning in the 21st century: A framework for research and practice (2nd ed.). London:
Routledge/Taylor and Francis.
Garrison, D. R. (2012). Article review: Social presence within the community of inquiry framework. International
Review of Research in Open & Distance Learning, 13(1), 250-253.
Garrison, D. R., & Akyol, Z. (2013). Toward the development of a metacognition construct for communities of
inquiry. Internet and Higher Education 17(2), 84–89.
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conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
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.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A
retrospective. Internet and Higher Education 13(1-2), 5–9.
Garrison, D.R. & Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, Issues, and
Future Directions. The Internet and Higher Education, 10(3), 157-172.
Garrison, D. R. & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not
enough. American Journal of Distance Education, 19(3), 133-148.
Garrison, D. R., Cleveland-Innes, M., & Fung, T. (2010). Exploring causal relationships among cognitive, social
and teaching presence: student perceptions of the community of inquiry framework. The Internet and Higher
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Gunawardena, C., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development
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