Communities of Inquiry and Communities of Practice

Prepared byCarla Piper, Ed. D.

For EDUU566

Community … community means meaningfulassociation, association based oncommon interest and endeavor.

The essence of community iscommunication … (John Dewey)

…university is derived from the Latin universitas magistrorum et

scholarium, roughly meaning "community of masters and

scholars”.Community of Inquiry Framework

Inquiry Is problem or question driven Typically has a small-group feature

Includes critical discourse Is frequently multi-disciplinary Incorporates research methods

information gathering synthesis of ideas”

Community of Inquiry Framework

Community of Inquiry The importance of a community of

inquiry is that, while the objective of critical reflection is intellectual

autonomy, in reality, critical reflection is “thoroughly social and

communal”. Lipman, 1991

Community of Inquiry Framework

EducationalExperience

Social Presence

Cognitive Presence

Teaching Presence

Structure/Process

SupportingDiscourse

SettingClimate

SelectingContent

Blended Learning in

Higher EducationD. Randy

Garrison and Norman D.

Vaughan (2008)

Community of Inquiry Graphic

Social Presence Social presence is defined here

as the ability of participants to project themselves

purposefully and socially within a community of inquiry.

Community of Inquiry Framework

Cognitive Presence Extent to which participants critically

reflect, (re)construct meaning, and engage in discourse for the purpose of sharing meaning and confirming

understanding. Cognitive presence is defined as the

exploration, construction, resolution and confirmation of understanding

through collaboration and reflection in a community of inquiry. (Garrison,

2007)Community of Inquiry Framework

Teaching Presence The design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful

and educationally worthwhile learning

outcomes.Community of Inquiry Framework

Elements in an Online Course Social Presence

Open communication - enabling risk-free expression

Group cohesion - encouraging collaboration Affective/personal – expressing emotions,

camaraderie Cognitive Presence

Triggering event - having sense of puzzlement Exploration - exchanging information Integration - connecting ideas Resolution - applying new ideas

Teaching Presence Design and organization - setting curriculum

and methods Facilitation of discourse - sharing personal

meaning Direct instruction - focusing discussion

Garrison & Vaughan, 2008

Example Indicators Social Presence

Learning climate/risk-free expressionGroup identity/collaborationSelf projection/expressing emotions

Cognitive PresenceSense of puzzlement Information exchangeConnecting ideasApplying new ideas

Teaching PresenceSetting curriculum & methodsShaping constructive exchangeFocusing and resolving issues

Communities of Inquiry

Community of Inquiry Coding TemplateElement Categories Indicators

Social Presence

Open communicationGroup cohesionAffective/personal

Learning climate/risk-free expressionGroup identity collaborationSelf projection expressing emotions

Cognitive Presence

Triggering eventExplorationIntegration Resolution

Sense of puzzlementInformation exchangeConnecting ideasApplying new ideas

Teaching Presence

Design and organizationFacilitation of discourse Direct instruction

Setting curriculum & methodsShaping constructive exchangeFocusing and resolving issues

Communities of Inquiry

Practical Inquiry Model

Garrison & Archer (2000)

Communities of Practice“Communities of practice are groups of people who share a

concern or a passion for something they do and learn how to do it better as they

interact regularly.” Etienne Wenger

Communities of Practice in Education Internally: How to organize educational

experiences that ground school learning in practice through participation in communities around subject matters?

Externally: How to connect the experience of students to actual practice through peripheral forms of participation in broader communities beyond the walls of the school?

Over the lifetime of students: How to serve the lifelong learning needs of students by organizing communities of practice focused on topics of continuing interest to students beyond the initial schooling period?

Etienne Wenger

Examples Adapted from Wenger Problem solving - "Can we work on this

design and brainstorm some ideas; I’m stuck.“

Requests for information - "Where can I find the code to connect to the server?“

Seeking experience - "Has anyone dealt with a student in this situation?“

Reusing assets - "I have a tutorial for PowerPoint that I wrote for a class last year. I can send it to you and you can easily tweak it for your class.”

http://www.ewenger.com/theory/

More Examples Adapted from Wenger

Discussing developments - "What do you think of the online concept map program? Does it really help?“

Documentation projects - "We have faced this problem five times now. Let us write it down once and for all.“

Mapping knowledge and identifying gaps - "Who knows what, and what are we missing? What other groups should we connect with?"

http://www.ewenger.com/theory/

Cultivating Communities of Practice Start-Up Guide

Click to view map!

Maximizing Student Engagement Individualize and customize the

learning process for each student Learning can be more relevant

and applicable to real life. Students can progress through a

course of study "in an ongoing dynamic process of learning relies upon a variety of inputs, learning supports (scaffolds), and interaction." (Reynard, 2003)

Developing Dynamic Learning Environments Need to create a dynamic learning

environment Heighten interaction at all levels and

keep students engaged in the process through self-direction and response

Students are free to explore, interact with, comment on, modify, and apply the set content and additional content they discover or create through the learning process

(Reynard, 2003)

Self Directed Learning

Throughout the process of exchange, content is worked on and applied by the learner.

The more varied the inputs, the more likely that students will engage with content more effectively.

Research shows that students look for teacher intervention more directly in an online environment than in a face to face environment

When learning is self-directed, students know exactly when they need the instructor and why." (Reynard, 2003)

Resources Communities of Inquiry -

http://communitiesofinquiry.com/ Communities of Inquiry Survey -

http://communitiesofinquiry.com/methodology Communities of Practice -

http://www.ewenger.com/theory/index.htm Community of Inquiry Framework -

http://communitiesofinquiry.com/files/Sloan%20CoI%20Orlando%2007.pdf

Presentation - http://communitiesofinquiry.com/files/CNIE_CoI_2008_Survey.pdf

Click for Concept Map – Communities of Inquiry

Reynard, R. (2003). Maximizing Student Engagement - http://campustechnology.com/articles/2007/05/hybrid-learning-maximizing-student-engagement.aspx