Enhancing Teaching Enhancing Teaching Presence and Presence and EffectivenessEffectiveness

Terry Anderson, Ph.D.Terry Anderson, Ph.D.terrya@athabascau.caterrya@athabascau.ca

Athabasca Athabasca University, University,

Alberta, CanadaAlberta, Canada

* Athabasca University

34,000 students, 700 courses

100% distance education

Graduate and Undergraduate programs

Master & Doctorate

Distance Education

Only USA Regionally Accredited University

in Canada

*Athabasca University

Components of the Community of Inquiry Model Garrison & Anderson, 2001

COI OverviewCOI Overview

Social PresenceSocial Presence

Teaching Teaching PresencePresence

Defined as: Defined as: The design, facilitation and The design, facilitation and direction of cognitive and social direction of cognitive and social processes for the purpose of realizing processes for the purpose of realizing personally meaningful and educational personally meaningful and educational worthwhile learning outcomesworthwhile learning outcomes..

Built upon the familiar models of Moore, Built upon the familiar models of Moore, Holmberg, Paulsen, and Mason, Holmberg, Paulsen, and Mason, however provide ways to measure the however provide ways to measure the construct.construct.

Teaching Teaching PresencePresence

The transcript analysis allows researcher to The transcript analysis allows researcher to disaggregate the rolesdisaggregate the roles

Instructional designer and activity organizerInstructional designer and activity organizer

Discourse facilitatorDiscourse facilitator

Subject matter expertSubject matter expert

Especially critical in computer conferencing Especially critical in computer conferencing (asynch text) based education systems(asynch text) based education systems

Major cause of course breakdown.Major cause of course breakdown.

Instructional Instructional DesignDesign

Enhancing course with additional Enhancing course with additional resourcesresources

YouTube videosYouTube videos

OERsOERs

MOOCs and Khan AcademyMOOCs and Khan Academy

Student submitted resourcesStudent submitted resources

Student created resources:Student created resources:Past assignmentsPast assignments

Portals and Wikipedia articlesPortals and Wikipedia articles

Learn.istLearn.ist

http://learni.st/category/10-education

Connectivist Connectivist LearningLearning

“Connectivying” your course http://terrya.edublogs.org/2012/12/18/connectivy-your-course/

Facilitating Facilitating DiscourseDiscourse

Right size of sub-groupRight size of sub-group

Right kind of questionsRight kind of questions

Right number of questionsRight number of questions

Right quantity of InterventionsRight quantity of Interventions

Using students as discussion leadersUsing students as discussion leaders

Video and Audio enhancementsVideo and Audio enhancementsVoiceThreadVoiceThread

Using Synchronous sessionsUsing Synchronous sessions

https://voicethread.com/?#u316369

Teaching Presence – Teaching Presence – Subject Matter Subject Matter

ExpertExpertKeeping current yourselfKeeping current yourself

Developing your professional networksDeveloping your professional networksFiltering ideas and solutionsFiltering ideas and solutions

Your blogYour blog

Subscribing to Journals – notably Subscribing to Journals – notably www.irrodl.orgwww.irrodl.org

Reading Free Books from AU Press Reading Free Books from AU Press aupress.caaupress.ca

Great educational Twitter feedsGreat educational Twitter feeds

Teaching presence Teaching presence in a Life Long Learning in a Life Long Learning

EraEraLearners of today “used to work for Learners of today “used to work for someone else, but will increasingly someone else, but will increasingly work for themselves and instead of work for themselves and instead of serving as functionaries in the serving as functionaries in the achievement of purposes set by others, achievement of purposes set by others, they will increasingly set purposes for they will increasingly set purposes for themselves” themselves”

Richard Sampson, 2005Richard Sampson, 2005

COI meets Web COI meets Web 2.02.0

How much does social presence increase How much does social presence increase in synchronous activitiesin synchronous activities

Does adding voice (auidoconferencing) Does adding voice (auidoconferencing) graphics (web conferencing), pictures graphics (web conferencing), pictures (video), virtual environment (immersion) (video), virtual environment (immersion) significantly increase social presence?significantly increase social presence?

Are the resulting limitations on access Are the resulting limitations on access worth social and pedagogical gains?worth social and pedagogical gains?

When is too much social presence When is too much social presence damaging?damaging?

Learner Learner AssessmentAssessment

Authentic assessment “the Authentic assessment “the measurement of "intellectual measurement of "intellectual accomplishments that are worthwhile, accomplishments that are worthwhile, significant, and meaningful”significant, and meaningful” Wehlage, Wehlage, Newmann, & Secada, 1996, p. 23Newmann, & Secada, 1996, p. 23

See http://youtu.be/c_gibuFZXZwSee http://youtu.be/c_gibuFZXZw

E-Portfolios E-Portfolios https://portfolio.elab.athabascau.ca/https://portfolio.elab.athabascau.ca/view/view.php?id=2822view/view.php?id=2822

Peer AssessmentPeer Assessment

Assessment Voice Marking using Adobe Assessment Voice Marking using Adobe ConnectConnect

Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community. Journal of Asychronous Learning Network, 11(2)

NetNet

PresenPresencece

Goodier, S., & Czerniewicz, L. (2013). Academics’ online presence: A four-step guide to taking control of your visibility. University of Capetown. http://openuct.uct.ac.za/sites/default/files/Online%20Visibility%20Guidelines.pdf.

What Type of Networked Academic What Type of Networked Academic Persona Persona

Have you Created? Have you Created?

Barbour, K., & Marshall, D. (2012). The academic online: Constructing persona through the World Wide Web. First Monday, 17(9). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3969/3292.

Academia.edu, Academia.edu, FaceBook, FaceBook,

LinkedIn, LandingLinkedIn, Landing

Beyond the LMSSocial networking in a boutique network

https://Landing. athabascau.ca

Walled Gardens Walled Gardens (with windows)(with windows)

Connectivist learning thrives in safe Connectivist learning thrives in safe learning spaces with windows allowing learning spaces with windows allowing randomness, external participation and randomness, external participation and public presentation public presentation

What is the Landing?What is the Landing?

A private space for Athabasca A private space for Athabasca University – students, staff, University – students, staff, alumnialumniA public place for sharing A public place for sharing knowledgeknowledgeA user controlled creative spaceA user controlled creative spaceBoutique social networkBoutique social networkNetworking, blogging, photos, Networking, blogging, photos, microblogging, polls, calendars, microblogging, polls, calendars, groups and moregroups and more

Built on elgg.org platformBuilt on elgg.org platform

Landing ProvidesLanding ProvidesUser controlUser control

Personal Learning EnvironmentPersonal Learning Environment

PersistencePersistence

ConclusionsConclusionsCOI most widely quoted heuristic and research COI most widely quoted heuristic and research theory in online learningtheory in online learning

Need to use new tools to enhance cognitive, Need to use new tools to enhance cognitive, social and teaching presencesocial and teaching presence

Does it speak to learning in your course Does it speak to learning in your course contexts?contexts?

Is it a useful tool for education development Is it a useful tool for education development and research?and research?

Your comments and questions, pleaseYour comments and questions, please

Terry Anderson terrya@athabascau.caTerry Anderson terrya@athabascau.ca

Blog: terrya.edublogs.orgBlog: terrya.edublogs.org

Why low rate of problem Why low rate of problem resolution in Cognitive resolution in Cognitive

Presence?Presence?Instructional design- no problem to resolveInstructional design- no problem to resolve

Poor teacher guidance/assessmentPoor teacher guidance/assessment

Resolution reflected in final papers/exams or Resolution reflected in final papers/exams or case studies – not in online discussioncase studies – not in online discussion

Artificial context of formal learning- no space Artificial context of formal learning- no space for real application for real application

Poor instrumentation or modelPoor instrumentation or model

Online asynch discussion is not powerful Online asynch discussion is not powerful enough to support full cognitive presenceenough to support full cognitive presence

Takes too much timeTakes too much time