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This session will focus on the practical application of the three COI (Comunity of Inquiry) “presences” in course design. Strategies to build student engagement, community and pedagogical components for each presence will be summarized. A concrete example of each presence will be explored in depth along with the process used to select effective technology and pedagogical components. The session will close with a demonstration of the application of COI techniques in major LMS systems including Blackboard, Moodle, and Canvas. Handouts and worksheets for designing online courses using the COI model will be provided.
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Built for Success: Online Course Design and the Community of Inquiry (COI) Framework
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Welcome
Glenn Hoyle, PhDProgram Development Manager
Caroline Conlon, MLIS, MSEdInstructional Designer
Who is Deltak?
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We partner with traditional colleges and universities to…
• Develop and support online programs that deliver exceptional student experiences
• Support the entire online student lifecycle to ensure persistence through to graduation
• Broaden institutional reach• Generate profitable revenue growth
Market Research &
Analysis
Operations & Project
Management
Marketing & Recruitment
Enrollment & Retention
Academic Services
Production Team
Master Course Model
Deltak Quality Standards
Templates
Faculty Development and Resources
Online Instructional Standards
Student Surveys and Comments
Faculty Comments
Learning Analytics
Outcomes
Building Quality Courses
Design
Produce
Teach
Evaluate
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Community of Inquiry
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Course Design and Organization
Facilitating DiscourseDirect Instruction
Open CommunicationGroup CohesionAffective Expression
Triggering EventExplorationIntegrationResolution
COI Survey Instrument
• 9 social presence items (3 affective expression, 3 open communication, 3 group cohesion)
• 12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution)
• 13 teaching presence items (4 design & facilitation, 6 facilitation of discourse, 3 direct instruction)
Social Presence
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Social presence describes the extent to
which students feel connected to a real
community of peers who share their goals
and interests.
Note: Affective Expression, Open Communication, & Group Cohesion
Social Presence Strategies
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Introductory, short content related videos (AE)
Peer interaction opportunities (AE)
Synchronous communication opportunities (chat, web
conferencing, interactive whiteboards) (AE)
Incorporate social applications such as blogs, wikis,
YouTube, Flickr, etc., and allow students to search for and
add content (AE)
Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012
Social Presence Strategies
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Make discussions a significant part of students’ grades
(mandating interaction with classmates) (OC)
Community and collaborative building activities (GC)
Group problem solving
Group projects
Group discussions
Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012
Social Presence in Engage (Moodle)
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Integration with Mahara (Groups and Portfolios)
Personalize the Instructor
“Facebook” Chat
Profiles,Messaging
Recent ActivityConversational
Tone.
Social Presence in Canvas
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Profile Settings
Based on WikiStudent can post
Announcements
Integration with 3rd Party Apps
Student Created Synchronous Collaboration
Social Presence in Blackboard
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Blog Module
Twitter Feed Module
Custom Course Feed
Variety of Social Tools
Announcements
Social Presence “Top Five”
Caroline’s Top Five Glenn’s Top Five
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5. Blogs, Wiki tools in Blackboard
4. Group / Collaborative Opportunities in Canvas
3. Third-Party Social Application Integration in Canvas
2. Synchronous Communication in Canvas
1. Video Capabilities in Canvas
5. Announcements in Blackboard
4. Blackboard Mobile App and iPad App for Engage.
3. Mahara Groups
2. Messaging Features in Moodle
1. Course Wall in Moodle
Cognitive Presence
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Cognitive presence describes the process
a group of learners go through as they
explore new ideas, reflect on how they
resonate or conflict with existing
understanding, and finally integrate the
new concepts into a more comprehensive
view of the topic.
Practical Inquiry Model
15http://communitiesofinquiry.com/sites/communityofinquiry.com/files/practicalinquiry.pdf
1 4
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Cognitive Presence Strategies
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Constructivist activities – Problem-based learning, case studies, online debates, online discussions, article reviews, individual or collaborative projects
Collaborative technologies such as Adobe Connect, Captivate & Presenter, Camtasia, Wimba, Google Docs, Big Blue Button, synchronous chat, Voice Thread, EtherPad
Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012
Cognitive Presence Strategies
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Formative assessments that include mixed media feedback (audio, video, written)
Facilitate progression through inquiry cycle by posing critical questions to encourage inquiry
Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012
Cognitive Presence in Canvas
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Triggering Event Exploration, Integration, &
Resolution
Exploration, Integration, &
Resolution
Cognitive Presence in Blackboard
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Triggering Event
Exploration, Integration, &
Resolution
Exploration, Integration, &
Resolution
Cognitive Presence “Top Five”
Caroline’s Top Five Glenn’s Top Five
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5. Discussions in Canvas
4. Wiki/Content Pages in Canvas
3. Journal tool in Blackboard
2. Blog, Wiki tools in Blackboard
1. Discussion Board in Blackboard
5. Survey and Choice tools in Moodle
4. Mahara Journal tool
3. Activities Settings in Moodle
2. Ability to embed external tools (BBB, Voicethread, Google Docs, etc.)
1. Group functions in Moodle
Teaching Presence
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Teaching presence refers to the
organization and design of the course,
leading the discourse therein, and
providing constructive feedback to learners.
Teaching Presence Strategies
Design & Organization
Consistent course structure
Intuitive navigation
Content presentation
Topic overviews / introductions
Guidelines, templates, samples, user guides, help options
Mix of media in instructional content
22Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012
Course Design in Engage
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Course Design in Canvas
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Course Design in CourseSites
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Strategies
Facilitating Discourse
Sharing meaning
Identifying areas of agreement / disagreement
Seeking to reach consensus / understanding
Raise questions / make observations
Keep discussions moving
Manage inactive / dominant students
26Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012
Teaching Presence Strategies
Direct Instruction
Scaffolding learner knowledge
Explanatory feedback
Facilitate linking of content through expertise
Measureable learning outcomes
Logical use of formative / summative assessments
27Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012
Evidence of Teaching Presence
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“…encourage us and guide…”“We have …taught each other…”
“…push us to look deeper…beyond basic assumptions.”
“…make me think deeper and consider all options.”“…positive criticism”
“…time you spend commenting on …
assignments … most positive part...”
Teaching Presence “Top Five”
Caroline’s Top Five Glenn’s Top Five
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5. Grading in Canvas
4. Learning Modules in Blackboard
3. Internal linking/mapping in Canvas
2. Modules in Canvas
1. Course Menu in Blackboard
5. Promising emerging practice: Learning outcomes in Blackboard and Moodle
4. Class Management: Manage active and inactive students in Moodle
3. Gradebook in Blackboard
2. Grade by Rubrics in Moodle
1. Customizable Labels and “chunking” options in Moodle
Learning Analytics
• What types of evidence of the “presences” is important?
• Are the reports comprehensive and easy to use?
• How are reports used to inform changes and improvements?
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Reporting in Engage
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Forum Statistics
AssignmentsCompare Courses in Program
Reporting in Engage
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QuizzesCourse Wall Postings
Reporting in Canvas
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Reporting in Blackboard
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Conclusions
• Remember! We looked at practical applications of three presences separately, but they are interdependent
• Don’t be trendy: The tool or technology should be used because it’s the right tool or technology
• Resolution is the goal: Goal should be for students to reach the Resolution phase in the Practical Inquiry Model
• Form follows function: Some aspects of COI are easier and more effective in one LMS versus another.
• Show, don’t tell: Provide models, templates and training in COI applications for Faculty
• One size doesn’t fit all: Avoid “cookie cutter” approaches. A good design process is flexible and adaptable.
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Caroline’s Key Take Aways Glenn’s Key Take Aways
Thank You
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Glenn Hoyle, PhDProgram Development [email protected]
Caroline Conlon, MLIS, MSEdInstructional [email protected]
Additional Resources
• Lehman, R., & Conceicao, S. C. (2010). Creating a Sense of Presence to "be there" for distance: Learners. New York: Jossey Bass.
• Richardson, J., Arbaugh, J., Cleveland-Innes, M., Ice, P., Swan, K., & Garrison, D. (2012). Using the community of inquiry framework to inform effective instructional design. In L. Moller & J. Huett (Eds.), The next generation of distance education: Unconstrained learning (pp. 97-125). Springer.
• Xin, C. (2012). A Critique of the Community of Inquiry Framework. Journal Of Distance Education, 26(1), 1-13.
• Boston, W., Díaz, S. R., Gibson, A. M., Ice, P., Richardson, J., & Swan, K. (2010). An exploration of the relationship between indicators of the community of inquiry framework And retention in online programs. Journal Of Asynchronous Learning Networks, 14(1), 3-19.
• Barber, T. C. (2011). The Online Crit: The Community of Inquiry Meets Design Education. Journal Of Distance Education, 25(1), 1-16.
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Additional Resources
• Kumar, S., Dawson, K., Black, E. W., Cavanaugh, C., & Sessums, C. D. (2011). Applying the Community of Inquiry Framework to an Online Professional Practice Doctoral Program. International Review Of Research In Open & Distance Learning, 12(6), 126-142.
• Kennedy, n., & Kennedy, d. (2010). Between Chaos and Entropy: Community of Inquiry from a Systems Perspective. Complicity: An International Journal Of Complexity & Education, 7(2), 1-15.
• Zydney, J., deNoyelles, A., & Kyeong-Ju Seo, K. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 77-87.
• Annand, D. (2011). Social Presence within the Community of Inquiry Framework. International Review Of Research In Open & Distance Learning, 12(5), 40-56.
• Akyol, Z., & Garrison, D. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal Of Educational Technology, 42(2), 233-250.
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