Community Building for Online Teaching and Learning


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Community Building for Online Teaching and Learning

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  • Betsy: Introduction to the OTL series, to Community Building seminar
  • Betsy: Faith Integration
  • Torria: Ice-Breaker
  • Torria: Share thoughts and impressions of the “Anthropological Introduction to YouTube” video and submit comments on facebook
  • We have all heard apprehensive comments about online learning. Shout out some of the things you’ve heard.i.e. you can’t get a good education online; it’s isolating; there’s no interaction; etcAt the heart of building an online community of learners is creating a sense of presence. In order to keep learners from feeling isolated, alone, and disconnected from others, we have to make a concerted, deliberate effort to create the illusion of “being there”. How this can be done is the major topic of this seminar.First, there are three types of presence that we will address today:Teaching Presence will focus on how we let learners know that we, their professor, is paying attention to what learners are doing in the course;Social Presence will focus on connecting learners with one another; and …Cognitive Presence will focus on actively engaging learners with your course content.Each of these areas make up the educational experience. In order for us to make that experience relevant, interactive, and academically stimulating, we have to pay close attention to:The online climate by providing opportunities for students to get to know you, as their instructor, and their peers; clear content instruction and directions for assignments; immediate feedback to questions and concerns; and visually appealing page layouts.Ways of supporting discourse can include opportunities to share anecdotal experiences related to course content; reflection that supports the dispositions necessary for success within the discipline; opportunities to express humor and other purposeful communication that supports participation and interactionThe selection of content that facilitates inquiry, exploration, the integration of newly constructed knowledge into authentic assignments with opportunities for reflection and revision.All of this makes up the online educational experience.
  • The design and organization of content in the course reflects on the instructor – whether the instructor developed the course or not. It’s our responsibility to make sure that students are focused on the content of the course, not on navigating blackboard. OPS manages some of this for us by providing a predictable course template in all courses. However, the rest is up to you, the instructor, to make sure students are able to find and easily access required information.Facilitating discourse requires the instructor to actively participate in the conversations assigned to students. Your participation helps maintain student interest, motivation, and engagement in course discussions.Methods of instruction should be varied. Because students are not experts in our fields yet, they don’t have the background required to comprehend major ideas and concepts in our course from just reading. Varied methods of instruction are required online just as they are face-to-face.
  • The video you are about to hear is from an art history instructors voicethread. In this voicethread the instructor is soliciting student views of two portraits depicting similar content.[play video]Affective expressions are displays of emotion, humor, and appropriate self-disclosure that support interpersonal relationships. For example, when students use open forums within a course to ask for help from their peers or if anyone is experiencing similar challenges. In this video you can hear the emotion in the learners tone of voice – there’s excitement as she shares her opinion and demonstrates appreciation when she verbally thanks the instructor.Open communication is facilitated when learners are encouraged to openly reflect, participate, and interact with course content through discussions or presentations.While group cohesion isn’t visibly tangible, it can be measured through regular interaction in the course. For example, Tamara St. John has a private group facebook for her accounting class. Students voluntarily participate. Of the approximately 16 students in the course, approximately 13 are listed in the group. Of the approximately 13 listed, ten participate regularly. I think that is an excellent measure of group cohesion.
  • The triggering event is the beginning of the inquiry process where students are presented with a problem or dilemma to investigate. This could be a simulation, case study, research project, etc.Exploration refers to the conceptual framework provided or discovered by students to help understand the problem or dilemma as well as the opportunity to locate relevant information or review resources provided by the instructor.Integration is the process by which students construct new knowledge and connect it to what they already know in a way that facilitates recall, analysis, application and synthesis; so that theResolution of a problem or dilemma can be expressed in a framework constructed by the student – such as an analogy, metaphor, a physical or representative model, etc..
  • Community Building for Online Teaching and Learning

    1. 1. Online Teaching and Learning<br />
    2. 2. Ephesians 2:19-22<br />Consequently, you are no longer foreigners and strangers, but fellow citizens with God’s people and also members of his household, built on the foundation of the apostles and prophets, with Christ Jesus himself as the chief cornerstone. In him the whole building is joined together and rises to become a holy temple in the Lord.  And in him you too are being built together to become a dwelling in which God lives by his Spirit.<br />
    3. 3. Getting to Know Each Other<br />Ice-Breaker Blog Activity In Blackboard: Name That Movie<br />If you were to write the score to the movie of your life, which two songs would you pick and why?<br />Read the responses of your coursemates and suggest a movie title, followed by a one sentence explanation.<br />
    4. 4. Once you have been added to the Online Teaching and Learning Group, post a comment about the “Anthropological Introduction to YouTube.<br />
    5. 5. Types of Presence<br />Akyol, Z., Garrison, D., & Ozden, M. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptioal differences. International Review of Research in Open and Distance Learning. (10)6 65-83<br />
    6. 6. Instructor Presence<br />Categories of instructor presence:<br />Design and organization<br />Facilitating discourse<br />Methods of instruction<br />Creating Instructor Presence in an Online Course<br />
    7. 7. Social Presence<br />Categories of social presence:<br />Affective expression<br />Open communication<br />Group cohesion<br />VoiceThread: Example of a Student Voice Comment<br />
    8. 8. Cognitive Presence<br />Categories of cognitive presence:<br />Triggering event<br />Exploration<br />Integration<br />Resolution<br />Increasing Student Engagement Using Podcasts – Case Study<br />
    9. 9. Community Building: Putting It All Together<br />Building a Learning Community Within Your Online Course Using Free Web 2.0 Tools<br />