Presentació de Terry Anderson a la "V Jornada de colaboradores docentes del Programa Educación y TIC," de la UOC

1. Enhancing Teaching PresenceEnhancing Teaching Presence
and Effectivenessand Effectiveness
Terry Anderson, Ph.D.Terry Anderson, Ph.D.
terrya@athabascau.caterrya@athabascau.ca

2. Athabasca University,Athabasca University,
Alberta, CanadaAlberta, Canada
* Athabasca University
34,000 students, 700 courses
100% distance education
Graduate and
Undergraduate programs
Master & Doctorate
Distance Education
Only USA Regionally
Accredited University
in Canada
*Athabasca
University

3. Components of the Community of Inquiry Model Garrison & Anderson, 2001

4. COI OverviewCOI Overview

5. Social PresenceSocial Presence

6. Teaching PresenceTeaching Presence
Defined as:Defined as: The design, facilitation and direction ofThe design, facilitation and direction of
cognitive and social processes for the purpose ofcognitive and social processes for the purpose of
realizing personally meaningful and educationalrealizing personally meaningful and educational
worthwhile learning outcomesworthwhile learning outcomes..
Built upon the familiar models of Moore, Holmberg,Built upon the familiar models of Moore, Holmberg,
Paulsen, and Mason, however provide ways toPaulsen, and Mason, however provide ways to
measure the construct.measure the construct.

7. Teaching PresenceTeaching Presence
The transcript analysis allows researcher toThe transcript analysis allows researcher to
disaggregate the rolesdisaggregate the roles
Instructional designer and activity organizerInstructional designer and activity organizer
Discourse facilitatorDiscourse facilitator
Subject matter expertSubject matter expert
Especially critical in computer conferencing (asynchEspecially critical in computer conferencing (asynch
text) based education systemstext) based education systems
Major cause of course breakdown.Major cause of course breakdown.

8. Instructional DesignInstructional Design
Enhancing course with additional resourcesEnhancing course with additional resources
YouTube videosYouTube videos
OERsOERs
MOOCs and Khan AcademyMOOCs and Khan Academy
Student submitted resourcesStudent submitted resources
Student created resources:Student created resources:
Past assignmentsPast assignments
Portals and Wikipedia articlesPortals and Wikipedia articles
Learn.istLearn.ist

10. http://learni.st/category/10-education

11. Connectivist LearningConnectivist Learning
“Connectivying” your course
http://terrya.edublogs.org/2012/12/18/connectivy-your-course/

12. Facilitating DiscourseFacilitating Discourse
Right size of sub-groupRight size of sub-group
Right kind of questionsRight kind of questions
Right number of questionsRight number of questions
Right quantity of InterventionsRight quantity of Interventions
Using students as discussion leadersUsing students as discussion leaders
Video and Audio enhancementsVideo and Audio enhancements
VoiceThreadVoiceThread
Using Synchronous sessionsUsing Synchronous sessions

13. https://voicethread.com/?#u316369

14. Teaching Presence –Teaching Presence –
Subject Matter ExpertSubject Matter Expert
Keeping current yourselfKeeping current yourself
Developing your professional networksDeveloping your professional networks
Filtering ideas and solutionsFiltering ideas and solutions
Your blogYour blog
Subscribing to Journals – notably www.irrodl.orgSubscribing to Journals – notably www.irrodl.org
Reading Free Books from AU Press aupress.caReading Free Books from AU Press aupress.ca
Great educational Twitter feedsGreat educational Twitter feeds

15. Teaching presenceTeaching presence
in a Life Long Learning Erain a Life Long Learning Era
Learners of today “used to work for someone else,Learners of today “used to work for someone else,
but will increasingly work for themselves and insteadbut will increasingly work for themselves and instead
of serving as functionaries in the achievement ofof serving as functionaries in the achievement of
purposes set by others, they will increasingly setpurposes set by others, they will increasingly set
purposes for themselves”purposes for themselves”
Richard Sampson, 2005Richard Sampson, 2005

16. COI meets Web 2.0COI meets Web 2.0
 How much does social presence increase inHow much does social presence increase in
synchronous activitiessynchronous activities
 Does adding voice (auidoconferencing) graphicsDoes adding voice (auidoconferencing) graphics
(web conferencing), pictures (video), virtual(web conferencing), pictures (video), virtual
environment (immersion) significantly increase socialenvironment (immersion) significantly increase social
presence?presence?
 Are the resulting limitations on access worth socialAre the resulting limitations on access worth social
and pedagogical gains?and pedagogical gains?
 When is too much social presence damaging?When is too much social presence damaging?

17. Learner AssessmentLearner Assessment
Authentic assessment “the measurement ofAuthentic assessment “the measurement of
"intellectual accomplishments that are worthwhile,"intellectual accomplishments that are worthwhile,
significant, and meaningful”significant, and meaningful” Wehlage, Newmann, & Secada,Wehlage, Newmann, & Secada,
1996, p. 231996, p. 23
See http://youtu.be/c_gibuFZXZwSee http://youtu.be/c_gibuFZXZw
E-PortfoliosE-Portfolios
https://portfolio.elab.athabascau.ca/view/view.php?https://portfolio.elab.athabascau.ca/view/view.php?
id=2822id=2822

18. Peer AssessmentPeer Assessment

19. Assessment Voice Marking using Adobe ConnectAssessment Voice Marking using Adobe Connect
Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio Feedback to
Enhance Teaching Presence and Students’ Sense of Community. Journal of Asychronous
Learning Network, 11(2)

20. NetNet
PresencePresence
Goodier, S., & Czerniewicz, L. (2013). Academics’ online presence: A four-step guide to taking control of your visibility.
University of Capetown. http://openuct.uct.ac.za/sites/default/files/Online%20Visibility%20Guidelines.pdf.

21. What Type of Networked Academic PersonaWhat Type of Networked Academic Persona
Have you Created?Have you Created?
Barbour, K., & Marshall, D. (2012). The academic online: Constructing persona through
the World Wide Web. First Monday, 17(9).
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3969/3292.

22. Academia.edu, FaceBook,Academia.edu, FaceBook,
LinkedIn, LandingLinkedIn, Landing

23. Beyond the LMS
Social networking in a boutique network
https://Landing. athabascau.ca

24. Walled Gardens (withWalled Gardens (with
windows)windows)
Connectivist learning thrives in safe learning spacesConnectivist learning thrives in safe learning spaces
with windows allowing randomness, externalwith windows allowing randomness, external
participation and public presentationparticipation and public presentation

25. What is the Landing?What is the Landing?
A private space for Athabasca University –A private space for Athabasca University –
students, staff, alumnistudents, staff, alumni
A public place for sharing knowledgeA public place for sharing knowledge
A user controlled creative spaceA user controlled creative space
Boutique social networkBoutique social network
Networking, blogging, photos,Networking, blogging, photos,
microblogging, polls, calendars, groupsmicroblogging, polls, calendars, groups
and moreand more
Built on elgg.org platformBuilt on elgg.org platform

29. Landing ProvidesLanding Provides
User controlUser control
Personal Learning EnvironmentPersonal Learning Environment
PersistencePersistence

30. ConclusionsConclusions
COI most widely quoted heuristic and research theory inCOI most widely quoted heuristic and research theory in
online learningonline learning
Need to use new tools to enhance cognitive, social andNeed to use new tools to enhance cognitive, social and
teaching presenceteaching presence
Does it speak to learning in your course contexts?Does it speak to learning in your course contexts?
Is it a useful tool for education development and research?Is it a useful tool for education development and research?
Your comments and questions, pleaseYour comments and questions, please
Terry Anderson terrya@athabascau.caTerry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.orgBlog: terrya.edublogs.org

31. Why low rate of problem resolution inWhy low rate of problem resolution in
Cognitive Presence?Cognitive Presence?
Instructional design- no problem to resolveInstructional design- no problem to resolve
Poor teacher guidance/assessmentPoor teacher guidance/assessment
Resolution reflected in final papers/exams or case studies – notResolution reflected in final papers/exams or case studies – not
in online discussionin online discussion
Artificial context of formal learning- no space for realArtificial context of formal learning- no space for real
applicationapplication
Poor instrumentation or modelPoor instrumentation or model
Online asynch discussion is not powerful enough to support fullOnline asynch discussion is not powerful enough to support full
cognitive presencecognitive presence
Takes too much timeTakes too much time