Creating Online Digital Content forEnhanced Instructor Presence and Improved Student Engagement                 Kim Lewis ...
Tasks for 2012-2013• Received VCCS grant to integrate audio and  video digital content into my Survey of  Communication cl...
The Starting Point• “Instructors and students must  establish effective  communication partnerships  while engaged in onli...
Online Learning Terms:Cognitive presence: the way studentsconstruct meaning (Garrison, Anderson, &Archer, 2001)     Exper...
Online Learning TermsSocial presence: the virtual “visibility” of theinstructor as perceived by the learner      Timely t...
Online Learning TermsInstructional immediacy -- behavior thatbrings the instructor and the students closertogether.   Non...
Online Learning TermsInstructional immediacy online:• Verbal: Asking questions, using self-  disclosure, addressing studen...
The Take Away• My digital environments need to have cognitive  presence.    I need to facilitate learning in a clear and ...
The Decisions for Classes/FLC Continue to integrate discussion boards and    group work in the classes;   Continue to de...
HUM 201
HUM 202
CST 110 Seasonal banners Audio assignments (Total Recorder  and Camtasia) Video lectures with audio  assignments (Prezi...
Faculty Learning Community College banner; Video lectures with audio  assignments (PowerPoint and  Camtasia); Participa...
Results HUM 201/202 in progress; CST 110 responses very favorable  – particularly at speech time; FLC – 70 students vol...
Any Questions?Thank you!
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Creating online digital content for enhanced instructor presence

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Creating online digital content for enhanced instructor presence

  1. 1. Creating Online Digital Content forEnhanced Instructor Presence and Improved Student Engagement Kim Lewis Lord Fairfax Community College
  2. 2. Tasks for 2012-2013• Received VCCS grant to integrate audio and video digital content into my Survey of Communication class (CST 110).• Facilitated Faculty Learning Community (FLC), which focused on improving student ability to conduct and document research. The final goal was to produce a deliverable that would help accomplish this goal.• Personal decision to redesign online Survey of Western Culture classes (HUM 201 and HUM 202).
  3. 3. The Starting Point• “Instructors and students must establish effective communication partnerships while engaged in online learning” (Hodges & Cowan, 2012).• What does “establish effective communication partnerships” entail?
  4. 4. Online Learning Terms:Cognitive presence: the way studentsconstruct meaning (Garrison, Anderson, &Archer, 2001)  Experiencing Dissonance;  Obtaining knowledge;  Collecting, synthesizing and incorporating ideas.We tend to focus on this aspect of theonline environment, but it cannot standalone.
  5. 5. Online Learning TermsSocial presence: the virtual “visibility” of theinstructor as perceived by the learner  Timely text interaction (participating in online discussions, responding to emails, etc.);  Digital messages (audio and video).Students have higher levels of satisfactionwhen instructors demonstrate a socialpresence (Garrison & Cleveland-Innes, 2005;Lowenthal & Dunlap, 2011; Richard & Swan,2003).
  6. 6. Online Learning TermsInstructional immediacy -- behavior thatbrings the instructor and the students closertogether.  Non-verbal immediacy includes behaviors such as smiling, gesturing and eye contact;  Verbal immediacy includes behaviors such as using humor and encouraging student discussion.This is the catalyst for student motivation,active learning, participation andachievement of learning. (Du, Havard, & Li,2005; Lam, Cheng, & McNaught, 2005)
  7. 7. Online Learning TermsInstructional immediacy online:• Verbal: Asking questions, using self- disclosure, addressing students by name, using inclusive personal pronouns (we, us), responding frequently to students, offering feedback;• Non-verbal: Visual cues (e.g., color, graphics, or an instructor‟s picture) signal expressiveness, accessibility and engagement, and politeness. (O‟Sullivan, Hunt, & Lippert, 2004).
  8. 8. The Take Away• My digital environments need to have cognitive presence.  I need to facilitate learning in a clear and concise manner through clear exercises, meaningful assignments, etc.• My digital environments need to have social presence.  I need to be regularly and obviously online, both through my interaction with the students and my personality in the class environment.• My digital environments need to signal instructional immediacy.  I need to show that I an am positively engaged through verbal and non-verbal cues.
  9. 9. The Decisions for Classes/FLC Continue to integrate discussion boards and group work in the classes; Continue to demonstrate a clear commitment to student feedback; Incorporate some self-revelation, similar to what I might reveal in a traditional class; Have attractive course websites that reflect personality and course content; Incorporate audio as often as possible, particularly on class assignments; Incorporate video with audio overlay, particularly for class lectures.
  10. 10. HUM 201
  11. 11. HUM 202
  12. 12. CST 110 Seasonal banners Audio assignments (Total Recorder and Camtasia) Video lectures with audio assignments (Prezi and Camtasia)
  13. 13. Faculty Learning Community College banner; Video lectures with audio assignments (PowerPoint and Camtasia); Participatory experience with many instructors; Interactive assignments and quizzes.
  14. 14. Results HUM 201/202 in progress; CST 110 responses very favorable – particularly at speech time; FLC – 70 students voluntarily participating, focus group feedback, end-of-term assessment.
  15. 15. Any Questions?Thank you!

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