The document discusses social presence in computer-supported collaborative learning environments. It describes various definitions and conceptualizations of social presence from literature. It then provides details about an online tutor training program for an English for Academic Purposes course delivered via a learning management system. The training aimed to familiarize tutors with the course environment and tools through experiential modeling. Analysis of tutor forum discussions and surveys found that the experiential modeling approach helped tutors understand how to project their social presence online and engage in social activities to build community.
CMC Teacher Education SIG Presentation; Hauck & WarneckeCmcTchrEdSIG
The document discusses social presence in online teacher education programs. It explores how social presence was developed through a tutor training program that used experiential modeling and exploratory practice approaches. Surveys and forum analysis found indicators of affective, interactive and cohesive social presence among tutors. Key findings were that the experiential modeling in the training was an effective approach, and social presence seems to outweigh cognitive density in forums, though roles and identities can shift depending on the context.
"I wanted to connect" an open PBL project 2010-2011Chrissi Nerantzi
This document summarizes the findings of a study that explored students' experiences with an online problem-based learning (PBL) trial. Key findings included that students missed the social element of in-person learning and felt a lack of communication inhibited community-building. Participants and facilitators noted that facilitation was the biggest issue, with facilitators needing more training and a more structured approach. The role of the facilitator in online PBL is important to provide support and guidance to students, particularly novice PBL learners, through both synchronous and asynchronous communication. Main recommendations included online training for facilitators, ongoing support, and using a structured PBL model and process.
Not too much facilitation going on (PBL Conference, March 2011)Chrissi Nerantzi
The document discusses challenges with facilitating online problem-based learning (PBL). It describes a trial of online PBL conducted within an academic development program. Key challenges identified included a lack of facilitation, unclear facilitator roles, and the lack of synchronous communication and community elements that are present in face-to-face PBL. Participants felt they did not receive enough support and structure from facilitators during the online process.
This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Luke Johnson Studio Mentoring Report - 2015/04/24Luke Johnson
This document summarizes two studio mentoring sessions for automotive design students. The first session taught first year students Alias rendering techniques, with a tutorial followed by individual practice. The second session taught second year students VRED rendering to advanced students' skills, again with a tutorial and individual work. Both sessions aimed to actively engage students, but execution depended on students' willingness to learn and computer performance. The mentor reflected on techniques for keeping students motivated and handling challenges that arose.
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
CMC Teacher Education SIG Presentation; Hauck & WarneckeCmcTchrEdSIG
The document discusses social presence in online teacher education programs. It explores how social presence was developed through a tutor training program that used experiential modeling and exploratory practice approaches. Surveys and forum analysis found indicators of affective, interactive and cohesive social presence among tutors. Key findings were that the experiential modeling in the training was an effective approach, and social presence seems to outweigh cognitive density in forums, though roles and identities can shift depending on the context.
"I wanted to connect" an open PBL project 2010-2011Chrissi Nerantzi
This document summarizes the findings of a study that explored students' experiences with an online problem-based learning (PBL) trial. Key findings included that students missed the social element of in-person learning and felt a lack of communication inhibited community-building. Participants and facilitators noted that facilitation was the biggest issue, with facilitators needing more training and a more structured approach. The role of the facilitator in online PBL is important to provide support and guidance to students, particularly novice PBL learners, through both synchronous and asynchronous communication. Main recommendations included online training for facilitators, ongoing support, and using a structured PBL model and process.
Not too much facilitation going on (PBL Conference, March 2011)Chrissi Nerantzi
The document discusses challenges with facilitating online problem-based learning (PBL). It describes a trial of online PBL conducted within an academic development program. Key challenges identified included a lack of facilitation, unclear facilitator roles, and the lack of synchronous communication and community elements that are present in face-to-face PBL. Participants felt they did not receive enough support and structure from facilitators during the online process.
This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Luke Johnson Studio Mentoring Report - 2015/04/24Luke Johnson
This document summarizes two studio mentoring sessions for automotive design students. The first session taught first year students Alias rendering techniques, with a tutorial followed by individual practice. The second session taught second year students VRED rendering to advanced students' skills, again with a tutorial and individual work. Both sessions aimed to actively engage students, but execution depended on students' willingness to learn and computer performance. The mentor reflected on techniques for keeping students motivated and handling challenges that arose.
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
Using Socratic Seminar as a form of authentic assessment for student learning. Can be used as everything from an informal check in to a formal assessment.
This document provides details about an assignment to critically reflect on the use of blogs in EFL (English as a Foreign Language) classrooms. The assignment requires a 1,500 word essay citing primary research from Yang (2009) and secondary sources provided in class. The document discusses what blogs are according to various authors and how social constructivism and communities of practice support their use. It analyzes research finding that blogs can enhance critical reflection among learners and teachers. While one study found lower-order critical thinking in blog posts, the document suggests facilitator involvement and experience could impact that. It outlines advantages blogs provide for EFL learning like space for reflection, stimulating reading/writing, and an interactive platform. Some disadvantages include anonymity
The Structured Lesson Review is a process for educators to collaboratively review lessons through structured critique and feedback. It involves four steps: 1) a teacher presents their lesson plan, 2) peers ask clarifying questions, 3) peers provide warm and cool feedback about strengths and areas for improvement, and 4) an open discussion where the teacher can respond and discuss next steps. The document provides an example of educators reviewing a virtual Civil Rights museum lesson, with peers providing positive feedback on collaboration and real-world application, and suggestions around community involvement and student interviews. The process aims to make teaching practices public and support ongoing professional growth through reflection and collaboration.
OER and language teachers professional practices, LORO Eurocall 2011Tita Beaven
The document discusses the use of Open Educational Resources (OER) by language teachers at The Open University. It describes LORO, the OU's repository for OER in languages, and how teachers are using LORO resources in their teaching practice and finding inspiration. It also discusses challenges around measuring impact and gaining feedback, and next steps to further integrate LORO into professional development activities and collaborative resource creation.
The document discusses the development and use of a self-assessment rubric for online discussion forums in teacher education courses. It outlines the categories in the rubric and the steps for students to use it to evaluate their own contributions. Student perspectives suggest the rubric provides motivation, transparency in assessment, and supports collaborative knowledge building and self-directed learning. Further research is needed to fully understand the rubric's impact on learning and teaching roles.
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
Digital media can encourage social interaction and promote learning outcomes. Teacher-librarians at four Brisbane schools – two boys' and two girls' schools - initiated a collaborative project to foster creative writing in Year 8 students. This project explored the notion of shared writing, challenging students to produce a joint story.
This document discusses assessment considerations for asynchronous and synchronous online discussions. For asynchronous discussions, it provides tips on developing assessment criteria, giving feedback, and using tools like reflective journals to support assessment. For synchronous chats, it suggests factors like purpose and time zones influence assessment type, and provides sample assessment criteria. It also presents ideas for end-of-course activities like collecting feedback, sharing lessons learned, and encouraging continued learning communities.
EATAW conference - Managing Boundaries by Dujardin and FarbeyFlorence Dujardin
This short paper reports on the evaluation of an induction module offered on a Master’s course offered exclusively as e-learning. The aim was to ascertain whether the module arrangements provided a bridge between the professional community that students belong to and the academic community. An evaluation tool was used heuristically to assess components of induction (Forrester et al. 2005). Findings suggest that the module was successful in helping students negotiate their entry into postgraduate study and e-learning, and that the components provided a valuable tool for module evaluation.
Matthea Marquart & Beth Counselman Carpenter: Engaging Adult Learners by Crea...Alexandra M. Pickett
This document outlines strategies for two online courses - one on racial identity development and one on gender and sexuality - that aim to engage adult learners and create inclusive classroom communities. It discusses using community agreements, building community before and during the semester, and closing the community. It provides examples of course content, activities, and assignments that incorporate issues of power, privilege and oppression. The presenters emphasize creating a respectful environment where students feel comfortable participating through strategies like enforcing community guidelines and incorporating diverse media and voices.
The document discusses using reflective blogs to improve writing skills. It proposes introducing students to blogging to allow reflection on writing topics outside of limited class time. Blogs provide opportunities for students to share ideas, receive feedback, and engage in a learning community. The proposal is to create a class blog where students reflect on assigned writing topics before drafting, view and comment on each other's posts, and can earn bonus marks for participation. This blending of in-class and online activities through an easy-to-use tool aims to develop students' reflective thinking and writing abilities.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The role of the facilitator is to build a learning community and guide discussion, while students should explore topics and build on each other's ideas. An effective discussion model emphasizes social constructivism and a collaborative approach driven by student interaction.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The model emphasizes clarifying expectations, building a learning community, and explaining the roles of facilitators and students to promote collaboration, social interaction, and knowledge construction among students.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The model emphasizes clarifying expectations, building a learning community, and explaining the roles of facilitators and students to promote collaboration, social interaction, and knowledge construction among students.
Abc 2017 Informing professional social media practice through virtual communi...J'ette Novakovich
This document summarizes a presentation on using virtual communities of practice to teach social media skills for professional identity development. It describes a 4-phase design-based research methodology used in the study. Iterative testing of course designs identified challenges students faced in developing an online presence. Specifically, pressures of self-promotion and performative identity caused anxiety. Later iterations emphasized reflection to help students understand social media in context and shape identity meaningfully. The study contributed a model for facilitating professional skills and identity formation through social media in a transformative learning environment.
This document outlines strategies for effective online discussions, focusing on the three C's: Community, Construction, and Coaching. It discusses establishing a sense of community through first impressions, online presence, and netiquette. For construction, it addresses deciding the role, purpose, and practical elements like group size and format of discussions. For coaching, it provides techniques for advancing discussions through probing questions, timely feedback, and addressing weak participation. The overall message is that online instructors should focus on engaging students and fostering intellectual development through their discussion facilitation approaches.
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
The document discusses the Community of Inquiry framework, which consists of three presences - social presence, cognitive presence, and teaching presence - that are important for online learning. It provides details on each presence, including defining elements and findings from research studies. The framework informs principles for designing online courses and activities to support the three presences and facilitate a community of inquiry among students.
Subject design essentials preparing to launch!Julie Lindsay
1) The document provides guidance on designing an online subject to engage students and build an online learning community. It emphasizes the importance of teacher presence and student interaction.
2) Key areas that are addressed include the subject outline, landing page design, introductions, navigation, content modules, discussion forums, announcements, and learning activities.
3) Effective strategies suggested include using images and multimedia, establishing teacher presence through videos and regular feedback, encouraging student-led discussion threads, and designing interactive assessments and activities.
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
This document discusses strategies for creating an effective teaching presence in online courses. It defines teaching presence as the design, facilitation, and direction of cognitive and social processes to promote meaningful learning outcomes. The article provides examples of how three instructors at Regis University incorporate strategies like discussion forums, feedback, and digital storytelling to connect with students. It advocates balancing the role of online instructor between guide and direct instructor to prevent being absent. Various techniques are presented for instructional design, teaching, and facilitating student learning to improve social presence and engagement in online environments.
Using Socratic Seminar as a form of authentic assessment for student learning. Can be used as everything from an informal check in to a formal assessment.
This document provides details about an assignment to critically reflect on the use of blogs in EFL (English as a Foreign Language) classrooms. The assignment requires a 1,500 word essay citing primary research from Yang (2009) and secondary sources provided in class. The document discusses what blogs are according to various authors and how social constructivism and communities of practice support their use. It analyzes research finding that blogs can enhance critical reflection among learners and teachers. While one study found lower-order critical thinking in blog posts, the document suggests facilitator involvement and experience could impact that. It outlines advantages blogs provide for EFL learning like space for reflection, stimulating reading/writing, and an interactive platform. Some disadvantages include anonymity
The Structured Lesson Review is a process for educators to collaboratively review lessons through structured critique and feedback. It involves four steps: 1) a teacher presents their lesson plan, 2) peers ask clarifying questions, 3) peers provide warm and cool feedback about strengths and areas for improvement, and 4) an open discussion where the teacher can respond and discuss next steps. The document provides an example of educators reviewing a virtual Civil Rights museum lesson, with peers providing positive feedback on collaboration and real-world application, and suggestions around community involvement and student interviews. The process aims to make teaching practices public and support ongoing professional growth through reflection and collaboration.
OER and language teachers professional practices, LORO Eurocall 2011Tita Beaven
The document discusses the use of Open Educational Resources (OER) by language teachers at The Open University. It describes LORO, the OU's repository for OER in languages, and how teachers are using LORO resources in their teaching practice and finding inspiration. It also discusses challenges around measuring impact and gaining feedback, and next steps to further integrate LORO into professional development activities and collaborative resource creation.
The document discusses the development and use of a self-assessment rubric for online discussion forums in teacher education courses. It outlines the categories in the rubric and the steps for students to use it to evaluate their own contributions. Student perspectives suggest the rubric provides motivation, transparency in assessment, and supports collaborative knowledge building and self-directed learning. Further research is needed to fully understand the rubric's impact on learning and teaching roles.
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
Digital media can encourage social interaction and promote learning outcomes. Teacher-librarians at four Brisbane schools – two boys' and two girls' schools - initiated a collaborative project to foster creative writing in Year 8 students. This project explored the notion of shared writing, challenging students to produce a joint story.
This document discusses assessment considerations for asynchronous and synchronous online discussions. For asynchronous discussions, it provides tips on developing assessment criteria, giving feedback, and using tools like reflective journals to support assessment. For synchronous chats, it suggests factors like purpose and time zones influence assessment type, and provides sample assessment criteria. It also presents ideas for end-of-course activities like collecting feedback, sharing lessons learned, and encouraging continued learning communities.
EATAW conference - Managing Boundaries by Dujardin and FarbeyFlorence Dujardin
This short paper reports on the evaluation of an induction module offered on a Master’s course offered exclusively as e-learning. The aim was to ascertain whether the module arrangements provided a bridge between the professional community that students belong to and the academic community. An evaluation tool was used heuristically to assess components of induction (Forrester et al. 2005). Findings suggest that the module was successful in helping students negotiate their entry into postgraduate study and e-learning, and that the components provided a valuable tool for module evaluation.
Matthea Marquart & Beth Counselman Carpenter: Engaging Adult Learners by Crea...Alexandra M. Pickett
This document outlines strategies for two online courses - one on racial identity development and one on gender and sexuality - that aim to engage adult learners and create inclusive classroom communities. It discusses using community agreements, building community before and during the semester, and closing the community. It provides examples of course content, activities, and assignments that incorporate issues of power, privilege and oppression. The presenters emphasize creating a respectful environment where students feel comfortable participating through strategies like enforcing community guidelines and incorporating diverse media and voices.
The document discusses using reflective blogs to improve writing skills. It proposes introducing students to blogging to allow reflection on writing topics outside of limited class time. Blogs provide opportunities for students to share ideas, receive feedback, and engage in a learning community. The proposal is to create a class blog where students reflect on assigned writing topics before drafting, view and comment on each other's posts, and can earn bonus marks for participation. This blending of in-class and online activities through an easy-to-use tool aims to develop students' reflective thinking and writing abilities.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The role of the facilitator is to build a learning community and guide discussion, while students should explore topics and build on each other's ideas. An effective discussion model emphasizes social constructivism and a collaborative approach driven by student interaction.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The model emphasizes clarifying expectations, building a learning community, and explaining the roles of facilitators and students to promote collaboration, social interaction, and knowledge construction among students.
The document discusses exploring effective online discussion for a masters program. It examines the student and facilitator experiences, feedback tools, and developing a model for managing online discussions. A research project designed an online feedback tool for facilitators to evaluate student contributions. However, creating engaging discussion requires more than just feedback. The model emphasizes clarifying expectations, building a learning community, and explaining the roles of facilitators and students to promote collaboration, social interaction, and knowledge construction among students.
Abc 2017 Informing professional social media practice through virtual communi...J'ette Novakovich
This document summarizes a presentation on using virtual communities of practice to teach social media skills for professional identity development. It describes a 4-phase design-based research methodology used in the study. Iterative testing of course designs identified challenges students faced in developing an online presence. Specifically, pressures of self-promotion and performative identity caused anxiety. Later iterations emphasized reflection to help students understand social media in context and shape identity meaningfully. The study contributed a model for facilitating professional skills and identity formation through social media in a transformative learning environment.
This document outlines strategies for effective online discussions, focusing on the three C's: Community, Construction, and Coaching. It discusses establishing a sense of community through first impressions, online presence, and netiquette. For construction, it addresses deciding the role, purpose, and practical elements like group size and format of discussions. For coaching, it provides techniques for advancing discussions through probing questions, timely feedback, and addressing weak participation. The overall message is that online instructors should focus on engaging students and fostering intellectual development through their discussion facilitation approaches.
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
The document discusses the Community of Inquiry framework, which consists of three presences - social presence, cognitive presence, and teaching presence - that are important for online learning. It provides details on each presence, including defining elements and findings from research studies. The framework informs principles for designing online courses and activities to support the three presences and facilitate a community of inquiry among students.
Subject design essentials preparing to launch!Julie Lindsay
1) The document provides guidance on designing an online subject to engage students and build an online learning community. It emphasizes the importance of teacher presence and student interaction.
2) Key areas that are addressed include the subject outline, landing page design, introductions, navigation, content modules, discussion forums, announcements, and learning activities.
3) Effective strategies suggested include using images and multimedia, establishing teacher presence through videos and regular feedback, encouraging student-led discussion threads, and designing interactive assessments and activities.
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
This document discusses strategies for creating an effective teaching presence in online courses. It defines teaching presence as the design, facilitation, and direction of cognitive and social processes to promote meaningful learning outcomes. The article provides examples of how three instructors at Regis University incorporate strategies like discussion forums, feedback, and digital storytelling to connect with students. It advocates balancing the role of online instructor between guide and direct instructor to prevent being absent. Various techniques are presented for instructional design, teaching, and facilitating student learning to improve social presence and engagement in online environments.
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
This document discusses building community and collaboration in online learning environments. It notes that online education has evolved from isolating distance learning to allow rich collaboration. The author explains how they are able to provide individualized guidance and responses to students online that would be difficult in a physical classroom setting. It asks how we can support student collaboration and capitalize on the strengths of online learning environments. Several questions are posed about applying concepts from different sources on building learning communities and virtual worlds to real-world contexts. Standards for student learning and the need to address individual student needs are also discussed.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...The Open University
This document discusses research on teachers-in-training and their participation in Communities of Practice. It outlines paradigms like Communities of Practice and Imagined Communities that shape learners' identities and sense of belonging. The researchers analyze video recordings of teacher trainees' discussions to understand how they move from peripheral to full participation in the community of teaching practitioners, engaging with knowledge and aligning with the community's practices over time.
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]nickyjohnson
The document discusses communities of practice and imagined communities, and how pre-service teachers participate in these through their coursework. It presents examples of analysis of interactions between students during tutorials and online discussions to examine how they move from peripheral to full participation in the community of teaching practitioners. The approach uses conversation analysis and content analysis to study how categorizations are produced and confluences in discourse provide insight into prevalent views of teaching.
The document discusses the shift from the traditional "course era" model of education to a "post-course era" model that emphasizes experiential and participatory learning. It provides examples of implementing high-impact practices and participatory pedagogies in college courses. The post-course era focuses on aggregating, filtering, and connecting information and experiences rather than static course-based learning. This represents a shift towards learning environments that more closely resemble participatory online culture.
The Connections Methodology Explained: Why We Do What We Do
The Connections methodology integrates a personalized and humane approach to education with the objectives of professional quality, celebrating diversity, and catalyzing new experiences to stimulate innovation in education. Their courses are based on evidence from educational research and neuroscience. They use a flipped classroom model, differentiate instruction, focus on visible thinking and writing, and see learning as a social construct. Their methodology includes mini-libraries of varied resources, discussion forums to apply concepts and build community, and synchronous class sessions for in-depth discussion.
This document discusses the importance of community and collaboration in education. It provides research showing that community and collaboration are equally important in online settings as in face-to-face settings. The research presented finds that a sense of community enhances learning and that collaborative interaction, trust, and mutual support are important components of an effective online community. The document also notes some challenges in translating face-to-face community-building and collaborative activities to an online environment and asks how these can be adapted using various tools.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
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.
Developing Lasting Visions of Effective TeachingNicole Rigelman
Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included:
1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration.
2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures.
3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues.
4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to
Dr. Debra Hoven presented at the ATL-C 2008 conference in Leeds, UK. She discussed her action research study into an online Master's in Distance Education program at Athabasca University in Canada. She identified issues with transitions, technology, and expectations that distance learners face. Through consultation with colleagues and students, she resolved to revise her pedagogical approach to emphasize experiential, collaborative, and ecological constructivist learning. Her goal was to create a more permeable online learning community and model effective technology uses to facilitate changes in student attitudes and beliefs.
The document discusses strategies for effective small group teaching and learning. It provides examples of small group structures like rounds, buzz groups, and fishbowls. It also addresses the environments small groups can function in, like classrooms, online, and other locations. Time scales are discussed, noting that initial tasks may be brief but can expand over a semester depending on the learning goals. Qualities of effective small groups include balanced membership and clear roles and expectations.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
Collaborative learning involves students working together in groups to solve problems or complete projects. It has benefits like celebrating diversity and developing interpersonal skills. Cooperative learning is a specific type where students work in groups on structured activities and each student is accountable for their own and their group's work. Both involve active learning but cooperative learning includes student roles and evaluation of individual work. Active learning techniques discussed include listening, viewing images, presentations, role playing, and writing.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
Implementing ePortfolio for scaffolding and researching reflective practise among novice teachers in Estonia - a presenatation by Reelyka, Eve, Inge and myself at ECER 07 conference in Ghent
This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
Similar to The role of social presence in computer supported collaborative learning and teaching Sylvia Warnecke and Mirjam Hauck (20)
Snakes and Ladders - Curriculum Design Openings up the Gamejohnroseadams1
Slides from a short presentation given by Claire Eustance from the University of Greenwich on a resource for realising inclusive curriculum design and delivery.
Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389
Institutional Change at Manchester Metropolitan University - Curriculum Desig...johnroseadams1
Slides from a short presentation made by Peter Bird and Rachel Forsyth of Manchester Metropolitan University on institutional change at the University. Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389
Stephanie McKendry 'The conflicting priorities of blended and inclusive learn...johnroseadams1
This document summarizes an interview with Dr. Stephanie McKendry about her research on replacing a successful campus-based pre-entry program for nursing students with a virtual version.
[1] Dr. McKendry conducted research through action research cycles involving interviews and evaluations. Her research found that replacing campus activities with online versions is limited and may threaten inclusivity by disenfranchising some learners.
[2] Interviews with students who attended the campus-based pre-entry program found that the "face time" and socialization aspects were most valuable in building confidence and community. Students were not confident that an online version could replicate these benefits.
[3] While blended learning can supplement
Professor Trevor Gale Keynote Lecture at the Widening Participation Conferenc...johnroseadams1
This document discusses challenges and opportunities in expanding higher education systems to provide opportunities to more students, especially those from low socioeconomic backgrounds. It summarizes research on increasing student demand for higher education in Australia and strategies to improve access and participation. Key points discussed include expanding access while managing costs, developing early relationships with prospective students to shape aspirations, and rethinking how institutions and governments can better support student aspirations. University outreach programs are also discussed as a strategy to encourage underrepresented groups to continue their education.
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Louise Morley - Imagining the Inclusive University of the Futurejohnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Universal Design and the Inclusive Classroomjohnroseadams1
The document discusses the accommodation approach versus the universal design approach to accessibility. The accommodation approach views access as an individual problem solved through specialized accommodations, while the universal design approach views access issues as stemming from environmental barriers and aims to design inclusive systems for all users from the outset. It also outlines examples of accommodations commonly provided to students and recommends education about disability studies, universal design, and involving students as ways to transition from an accommodation to universal design approach.
Marketing participation? Student ambassadors’ contribution to Widening Partic...johnroseadams1
This document outlines research on the role of student ambassadors in marketing and widening participation activities at two universities. It finds that while the original goal was to increase access to higher education, marketing pressures have led universities to use ambassadors to promote their own institutions. Ambassadors and participants report mixed messages, with ambassadors sometimes emphasizing the positives of university while downplaying challenges. The research questions whether ambassadors can truly increase diversity in an increasingly market-driven environment.
Transitions to Postgraduate study, Penny Jane-Burke, Institute of Education a...johnroseadams1
The document discusses a research study on students' transitions to post-graduate study, with a focus on academic writing practices. It outlines challenges students face in adjusting to new academic expectations and cultures. The study included interviews and writing workshops with MA education students to develop their understanding of assessment criteria and writing approaches. Analysis of the workshops found that integrating explicit instruction on academic writing helped reduce students' anxieties and clarified concepts. The recommendations were to support positive initial transitions for post-graduate students and integrate writing as a method of learning rather than a separate skill.
Setting the Scene - Opening Remarks at the Widening Participation to Postgrad...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
The role of social presence in computer supported collaborative learning and teaching Sylvia Warnecke and Mirjam Hauck
1. Social activity versus cognitive density? Exploring the role of social presence in computer supported collaborative learning and teaching Wide Open Symposium 2011 Mirjam Hauck and Sylvia Warnecke
3. the degree of salience of the other person in a mediated interaction and the consequent salience of the interpersonal interaction (Short et al. 1976) social presence can ‘be cultured’ […] and is both a factor of the medium and of the communicators and their presence in a sequence of interactions ( Gunawardena and Zittle 1997 ) the ability of learners to project themselves socially and affectively into a community of inquiry (Rourke et al. 1999) the social presence construct […] hypothesizes modes of social presence including the textual demonstration of affect, group cohesion, and open communication necessary to establish a sense of trust and, ideally, membership in a community dedicated to joint knowledge construction. (Shea et al. 2010)
17. exploratory practice Third-party research in general cannot meet our purposes, and practitioner research, the form of AR [action research], has not yet taken us far enough away from the third-party model to overcome these limitations. […] The first two parties for research on education are the teachers and the learners. (Allwright and Hanks 2009)
21. social presence indicators Swan (2002) building on Rourke et al . (1999) Affective Interactive Cohesive Paralanguage Greetings and salutations Acknowledgement Emotion Vocatives Agreement/disagreement Value Group reference Approval Humour Social sharing Invitation Self-disclosure Course reflection Personal advice
22. Hi [participant], Thanks for that. […] I then, thought that the extended deadline was for the wiki one. I KNOW, HOW SILLY AM I? Never mind, it's all about learning eh? Thanks for this [participant]. The questionnaire you propose for scenario 2 would certainly not be an easy one to write. […] Would there by any useful follow up to these […]? […] Enjoyed reading these [participant] and as you can see they made me think! HI [participant], good to meet you! Do they still have concrete cows in Milton Keynes? I think you're very lucky to be close to The O.U.... think I saw the concrete cows on a roundabout? Looking forward to our Elluminate sessions together!
26. affective/interactive social presence indicators: self-disclosure and continuing a thread I think all these kinds of classifications have to be used with caution … I guess our forum identity is as multifaceted as any other (what is a multilingual forum identity like???) … I think … our behaviour on a forum is similar to our behaviour elsewhere. I tend to be quite active in my interactions with students on forums. I feel that if they know I am paying attention, then they will do more to be "seen." I also respond to students with questions, but leave openings for other students to comment as well.
27. interactive social presence indicators: greetings and salutations It depends a lot on my mood and on the subject others are talking about. When I am very interested in a subject I participate, but I also get pretty easily bored and then I concentrate on other stuff instead. It’s nice to see that I am not the only squirrel here ^_^. Greetings to all ,
28. cohesive social presence indicators: addressing the group My participation pattern depends very much on the forum and the people who are using it. And it also depends on my current workload. In an interesting forum I'm usually among the most active writers and tend to be a "rabbit". […] I also try to embody the qualities of the "dolphin", but this is not easy. Decide for yourself how well I do. Well, I will hold back now and let other people shine through in this discussion. ;-)
30. experiential modelling as a training approach I would also like to focus on the Elluminate training sessions, led by different tutors. Again, these were so well structured and well managed - a model for how to do it . And if things occasionally went a teeny bit awry, that was great too, as it added a human element . It was also great to see other tutors' forums ; I have certainly learned from those, and would pick out my colleague [name] in particular as someone who seems to me to always get the tone right.
31. The training we had at the start of the course was just excellent, not just for the focus on different aspects of VLE and forums and the needs of the online/distance learner, but also for the model it provided of how to respond to posts. It created a 'safe' environment on the forums; for example, the trainer never made me feel 'put down', regardless of the stupidity of my comment or question; I have pinched phrases she used in her replies in my own responses to students .
32. training for social presence subjective projections of self … into technology mediated environments, subjective assessments of others’ presence and assessments of the subject’s relations with others (Kehrwald 2010)
33.
34.
35. sending and reading social presence cues/indicators through seeing and experiencing how others project themselves into the environment, how others interact with one another and how others react to their personal efforts to cultivate a social presence (Kehrwald 2010)
39. negotiation of social presence When online teaching is viewed from the position of instructors as subjects, the tensions and contradictions that occur in the system can provide a useful description of the negotiation of teaching presence in online courses. Morgan (2011)
40.
41. a new approach ... Social presence vs cognitive density?
43. Mirjam Hauck and Sylvia Warnecke Faculty of Education and Language Studies Department of Languages The Open University [email_address] and [email_address]
Editor's Notes
It relates to the need for communicators to feel connected with each other, and to perceive each other as real people, even though their communication is mediated by technology. It may facilitate the success of cognitive presence [and] therefore, engages groups in interaction and communication and thus sustains and furthers critical skills (Lomicka 2007)
The concept of social presence is part of the educational experience model of COI developed by Garrison, Anderson and Archer (2000): cognitive presence, social presence and teaching presence. [Garrison et al. (2000, p. 88) say that “a worthwhile educational experience is embedded within a community of inquiry” and that “in a true community of inquiry, the tone of the messages is questioning but engaging, expressive but responsive, sceptical but respectful, and challenging but supportive (p.96)”.] Fits the design of EAP online which was guided by what we called “the students as ethnographers” , the students encouraged to question academic writing and reading in general and their own text productions in particular -> cognitive processes, i.e. critical thinking (systematically promoted and supported through social presence). Cognitive presence is seen as the core element of successful learning and social presence as a supporting element (meeting the learners’ social and affective needs). But it is accepted as a direct facilitator when sustaining interaction throughout a course is of significant importance, for instance in the case of distance education. The third dimension in the model, i.e. teaching presence , includes designing, supporting and directing cognitive and social procedures . Here we start by focus on social presence. However, like Shea et al. (2010) we believe that the components of the model cannot be understood fully if analysed as separate units. A weakness of previous research is what Vaughan and Garrison (2005) for example claim, namely that “students in online discussion tend not to reach higher stages of cognitive presence” and who see this as a drawback of the medium. What happens in an asynchronous forum is not detached from other activities of students in the online environment and agree with Shea et al. (2010) who confirm that the understanding reached and the knowledge constructed in the asynchronous forum is then applied in other contexts such as projects, presentations, essay writing etc. -> this is exactly how the forum is brought into play in the EAP module … a preparatory tool for assessment and even within the assessment.
A very rich and varied socio-cultural background and context (students could study in different countries but meet here at the same time) A context which illustrates Morgan’s (2011) point about what we need to take into consideration, if we really want to understand what happens in a community of inquiry (COI): ‘ the complexities of the community’s global and local contexts, the potential multi-linguistic demands of the teaching and learning contexts, and how power, agency, and identities are negotiated in these multicultural contexts.’ She finds says that it is “somewhat surprising that although the community of inquiry framework has developed based on distance education contexts, it currently does not consider te complexities…..”
Highlight that work happened in many media/tools
Highlight mix of tools/tutors/students here as well
Highlight that we are looking at tutors as students and tutors as teachers in addition to the shifting of roles within one forum from student to teacher for individuals
Overview Mix: practical/technological; pedagogical; institutional background; language learning; One example selected for presentation: patterns of participation Reason: evoked reflective discussions about one’s own presence online
Pattern of activity: reflection on own experiences – relating these to theoretical findings – applying these to the context in question Asking questions… NOT giving answers!
G. Salmon 2002 Etivities: Key to online learning 9 animals Differentiation in student – moderator we would not agree One tutor used this with students as well and reported about success of invitation to reflection: strong group cohesion effect
The concept of “exploratory practice” was comes from by Allwright (2003). Allwright rejects the notion of the aim of practitioner research and the belief in continuous ‘improvement’ of teaching practice. He focuses on the social nature of teaching and the need for all participants to be aware of the processes involved. Allwright & Hanks insist that language learning and teaching as well as research are social processes and want learners to be treated as “key practitioners” without excluding teachers. Teachers and learners should be considered “‘practitioner colleagues’, with the teachers playing a collegial role in helping learners develop as researchers of their own practices and practitioners of learning” (2009, p. 146).
Unlike other studies on social presence, i.e. Shea et al. (2010), we look at the wider context of the forum activities and gather evidence in different modes/tools/forms and with different focus, i.e. reflective and anecdotal in survey as well as quantitative in survey. Quantitative in forum postings as well as anecdotal and reflective. We are also able to look at tutors as students and tutors as teachers (experiential modelling!). This allows us in accordance with Morgan (2011) to “take a closer look at the contextual conditions in which presence takes place” and the effect it has in the wider context on participation and in turn learning.
We want to establish how social presence, which drives participation and online learning can be established, how then social presence and teaching presence can be understood and linked and how this in turn can inform our training with practitioners well. Good, easily applicable patterns and indicators Needs expanding: (we won’t say more at this stage but this will be a main focus of the session!) Not extensive… we will show examples of multi-media which are not covered here
I KNOW, HOW SILLY AM I? Never mind, it's all about learning eh?: affective, humour, self-disclosure Thanks for this : Interactive , group reference, cohesive: acknowledgement Would there by any useful follow up to these […]?: cohesive: invitation; interactive: group reference Enjoyed reading these : affective: value; emotion, self-disclosure, cohesive: approval good to meet you! : affective: value; interactive: group reference; Do they still have concrete cows in Milton Keynes? … : cohesive: acknowledgement, invitation; interactive: social sharing Looking forward to our Elluminate sessions together!: affective: emotion; interactive: group reference; cohesive: acknowledgement
Happy group When I get a minute : affective: self disclosure, humour We would all make very good sleuths ! : interactive: group reference, humour, self-disclosure, cohesive: acknowledgement After a couple of days I would put them out of their misery ;-): affective: humour, interactive: social sharing; cohesive: personal advice Used few to start with but increased during training
Misleading … Humour might be lost Strong image… Case of student how role-played with name and image! Does one image put a person into one fixed category?
Affective: emotion Cohesive: personal advice [Mirjam: where is this?] Interesting reflection about social presence online and f2f… basically true… difference is how this is established, interesting about learning to manage this environment as a teacher: categorisations etc. Studies about difference in gender in online behaviour: women tending to be more empathetic and men tending to appear slightly aggressive Rovai, A.P. (2001) “Building classroom community at a distance: a case study” Education Technology Research and Development, Vol. 49, No. 4, 2001, pp. 33–48
Also some self-disclosure: “I also get pretty easily bored and then …..”
Mix of emoticon, textual indicators Interactive: group Cohesive: invitation Affective: self-disclosure, humour
Moderation in different modes all experienced in the same way – experiential modelling Safe environment – human element Tutors asked to be able to see each others forums and actively copied ideas and discussed their success afterwards Smiley Note the reference to ‘tone’… indicator of SP here
Combining different tools and their potential Models for copying… can be revisited (forums / recordings) Safe environment… stronger SP effect possible modelling
In how far is it a training approach? SP provides indirect support for cognitive presence . But: It becomes a direct facilitator when it is important to sustain interaction throughout a course such as this training event (in distance learning or training context, in particular). In our view SP is both the means and the end of online interaction in communities of inquiry… motivator, reference point, basis for content building and knowledge transfer since it creates the environment in which this is enabled (Kehrwald 2008, 2010) SP is established and maintained by ongoing demonstration of SP in the community through visible action, such as posting messages, which contain topical and relational cues that enable participants to get to know one another. - Patterns of participation example: frequency and intensity a widely discussed topic… however also question: what is a valuable contribution: that which motivates others!
- the insight into the importance of SP grew throughout training as well as throughout work on the module ‘ Getting to know’… had been the highest scorer from the start mutual support had ranked with learning strategies etc. but in final survey this had increased as can be seen here - also due to experience in student groups
Kehrwald also talks about how important it is to be able to send and read SP cues and how this is actually learnt “through seeing and experiencing how others project themselves into the environment, how others interact with one another and how others react to their personal efforts to cultivate a social presence” (Kehrwald, 2010, p. 47) We consider this actually one of the core e-literacy skills participants in online communication in communities of inquiry have to learn in the same way as IT skills -> “ participatory literacy” (Pegrum 2009) The examples show how forms of establishing social presence can be supportive of group cohesion and cognitive presence, but also how these can become an obstacle in the process of establishing social presence if it is not known how to interpret, read… cue or to send cues that can be understood easily (due to intercultural differences, due to not being familiar with communication in the online environment, due to differing aesthetic tastes)… it becomes very difficult to establish norms of communication in this field … the same as code of conduct/netiquette
Arnold and Ducate (2006) analysed ACMC interactions of FL teacher trainees (without the presence of tutors) in groups of four or five through the lens of the community of inquiry framework (Garrison et al., 2000) via content analysis and a 12 item questionnaire[1]. Two universities collaborated in developing a methodology course for future FL teaching assistants. The interactions among 13 native speakers (NSs) and 10 non-native speakers (NNSs) were carried out in English. Five bulletin board discussions were completed reflecting on class material and discussing practical applications, resulting in a total of 27 group discussions[2]. Participant perspectives indicated that learners felt a sense of community, whose extent varied across groups. The content analysis results revealed that social activity outweighed cognitive density … Also some self-disclosure here! Shifting roles and identities even within one community of inquiry: Blend and shifting of roles and behaviour as: facilitator/teacher learner peer (supporter) when giving advice… when asking for help…when discussion contrary views: question… can we establish differences in roles in different institutionally set ‘roles’ and contexts and within one community… Might these overlap even more in the future when users become much more familiar with the medium/media?
Instead of the notion of ‘fixed’ roles of student/instructor/teacher we – in accordance with Morgan (2011) – think that describing how the negotiation of presence, agency and power in online environments is carried out can be much more valuable for research and practice. Morgan claims that a more detailed insight into the ‘dynamics of positioning and identity’ will enable us to capture ‘practice as socially situated rather than simply evidenced in actions of performance’. We also feel that the shifting roles and identities in online communication have not been taken into account sufficiently by previous research and agree with Shea et al. (2010, p. 10) : ‘teaching presence refers to the instructional design and organisation, facilitation of productive discourse, and direct instruction developed in online courses, ideally by both instructors and students.’ We strongly support the view that students and teachers take on both roles/identities at the same time in the online learning process which is in line with what we have said earlier about exploratory practice as a methodological approach for the investigation of “social presence”.
We want to establish how social presence, which drives participation and online learning can be established, how then social presence and teaching presence can be understood and linked and how this in turn can inform our training with practitioners well. Good, easily applicable patterns and indicators Needs expanding: (we won’t say more at this stage but this will be a main focus of the session!) Not extensive… we will show examples of multi-media which are not covered here