Assumptions ● The two surveys Digital Competency Profiler (DCP) + Fully Online Learning Community Survey (FOLCS) = FOLC Readiness Measure ● Participants will complete the DCP + FOLCS at the beginning (prior to and end of the development/implementation process ● Participants will be asked to complete both surveys again after the course has been offered and the participants will be asked to reflect on the differences between the two instances of the surveys Subsequent to the workshop, team members wll be given the opportunity to complete the Digital Competency Profiler ( https://eilab.ca/general-technology-competencyuse/) and the FOLC Survey. These two tools are designed to work together, providing a sense of ‘readiness’ for moving into a FOLC environment, providing a sense of the digital competencies that are required to function in FOLC environments. This step will focus on: ● A brief reintroduction to the FOLC, an introduction to the General Technology Competency and Use (GTCU) Framework (underlies the DCP), and other tools (WebKF and Adobe Connect) ● Participants will analyze the results of the 2 surveys and study the visualizations, providing insight to participants regarding the skills and competencies required to learn in FOLC environments.

1. Fully Online Learning Community (FOLC)
Readiness Workshop
Roland van Oostveen, Wendy Barber, UOIT
Elizabeth Childs, Royal Roads University
A Workshop prepared for OCT AQ Designer Teams 1 & 2
March 19, 2019 @ 7pmET
Adobe Connect (old BA AC General Room @
https://uoit.adobeconnect.com/aedt-201209-00001/

2. Workshop Agenda
1. Introductions
2. Invitation to Participate in Backchannel Conversations
3. Introduction to Adobe Connect and WebKF Environments
4. FOLC Readiness
a) Revisiting Competencies of a Digital Kind
b) General Technology Competency and Use (GTCU) and Digital
Competency Profiler (DCP)
c) Fully Online Learning Community Model and FOLC Survey
5. Global Educational Learning Observatory (GELO) and Global Readiness
Explorer (GREx)

3. Backchannel Conversation Sites
Slack @ https://eilaboctaq.slack.com
Twitter @ https://twitter.com/ Use #OCTAQ
Tweetdeck @ https://tweetdeck.twitter.com/ use #OCTAQ
Communication Processes

4. Software Tools to Learn in and with
(sorry about the grammar)
Adobe Connect
https://uoit.adobeconnect.com/aedt-201209-00001/
Knowledge Forum (WebKF) https://kf6.ikit.org/

5. Competencies of a Digital Kind
The term Competencies “refers to a range of different
abilities, many of which are not only ‘skills’ per se, but a
combination of behaviours, expertise, knowhow, work
habits, character traits, dispositions and critical
understandings." (UNESCO, 2017)

6. https://eilab.ca/general-technology-competency-use/

7. GTCU

9. Digital Competency Profiler
Try it for yourself @
https://dcp.eilab.ca/oct_aq_pre

10. Let’s Take a Look at your Profile
-analyse wrt the 4 orders within the
GTCU
-use the target profile as a guide to
determining what you could do to make
alterations to your competencies/skills

11. A DCP
Profile

13. Propositional Definitions - FOLC
Components
Social Presence - is the degree of
awareness, feeling, perception, and reaction to
another person in an interactive online setting
(Tu & McIsaac, 2002), implying greater fidelity
and more genuine interactions that allow for
the building of social relationships and the
equitable, fluid distribution of community rights
and responsibilities.
Cognitive Presence - is a "thoughtful,
reflective and analytic" (Dannels, 2016) process
that directs the quality and quantity of critical
thinking, collaborative problem-solving, and
construction of meaning that occurs during
community member interactions.
Collaborative Learning - is the
construction of shared understandings based
on conversations, concepts, real-world
problems, and experiences (Roschelle,1992)
resulting in changes in meta-cognitve patterns.
Interaction and interdependence while working
within small groups are the primary foci of the
activities undertaken.
Digital Space - is a co-created virtual
environment within which information and
resources are shared through the selection and
use of a set of open technological tools.

14. Try it for yourself @
https://www.surveymonkey.com/r/FOLCS_OCT2019
Fully Online Learning Community (FOLC) Survey

15. Interpretation of FOLCS
-collaboratively interpret the results from the
perspective that this tool is intended to help with a
determination of readiness to learn in FOLC
environments

16. FOLCS Visualizations

17. Global Educational Learning Observatory (GELO)
● (Who) a network of academics and Higher Education (HE) institutions to
support learning in hybrid and fully online contexts, and to maintain an
international think-tank to deal with the specifics of major questions
around e-learning in HE
● (What) the aim is moving research from problem-solving to
problem-finding by collectively aggregating, filtering and connencting the
elements of ongoing research in the field of e-learning from this network
of academic experts from around the globe
● (How) methodologies used will include adopting a Delphi and related
approaches to analyse a large variety of e-learning methods, research
strategies, and affordances, as well as elaborate, continuously test and
refine large theoretical descriptive and predictive models of online
learning

18. Global Readiness Explorer (GREx)

19. Are you ready? Establishing and participating in fully online
communities: Exploring the Fully Online Learning Community
(FOLC) Model
Roland van Oostveen, UOIT
roland.vanoostveen@uoit.ca
Wendy Barber, UOIT
wendy.barber@uoit.ca
Elizabeth Childs, Royal Roads University
elizabeth.childs@royalroads.ca
http://eilab.ca