Teaching presence for e-learn presentation in Barcelona may 2013
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description
I was asked to present on teaching presence in online environments for a small conference of teachers in the Masters of E-Elearning program at Universitat Oberta de Catalonia.
Transcript of Teaching presence for e-learn presentation in Barcelona may 2013
Athabasca University, Alberta, 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 Overview
Social PresenceFrom Social Presence to Transactional Presence to Net Presence
Garrison (2009) Social Pres. as “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (p. 352).
Transactional Pres. « the degree to which a distance student perceives the availability of, and connectedness with, teachers, peer students, and institution” (Shin, 2002: 132).
Allows for use in self-paced learning
Social presence confounded with multi-disciplinary perspectives
Teaching Presence
Defined as: The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.
Built upon the familiar models of Moore, Holmberg, Paulsen, and Mason, however provide ways to measure the construct.
Teaching Presence
The transcript analysis allows researcher to disaggregate the roles
Instructional designer and activity organizer
Discourse facilitator
Subject matter expert
Especially critical in computer conferencing (asynch text) based education systems
Major cause of course breakdown.
Instructional Design
Enhancing course with additional resources
YouTube videos
OERs
MOOCs and Khan Academy
Student submitted resources
Student created resources:Past assignments
Portals and Wikipedia articles
Learn.ist
http://learni.st/category/10-education
Connectivist Learning
“Connectivying” your course http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
Facilitating Discourse
Right size of sub-group
Right kind of questions
Right number of questions
Right quantity of Interventions
Using students as discussion leaders
Video and Audio enhancementsVoiceThread
Using Synchronous sessions
Teaching Presence – Subject Matter Expert
Keeping current yourselfDeveloping your professional networks
Filtering ideas and solutions
Your blog
Subscribing to Journals – notably www.irrodl.org
Reading Free Books from AU Press aupress.ca
Great educational Twitter feeds
Teaching presence in a Life Long Learning Era
Learners of today “used to work for someone else, but will increasingly work for themselves and instead of serving as functionaries in the achievement of purposes set by others, they will increasingly set purposes for themselves”
Richard Sampson, 2005
COI meets Web 2.0
How much does social presence increase in synchronous activities
Does adding voice (auidoconferencing) graphics (web conferencing), pictures (video), virtual environment (immersion) significantly increase social presence?
Are the resulting limitations on access worth social and pedagogical gains?
When is too much social presence damaging?
Learner Assessment
Authentic assessment “the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful” Wehlage, Newmann, & Secada, 1996, p. 23
See http://youtu.be/c_gibuFZXZw
E-Portfolios https://portfolio.elab.athabascau.ca/view/view.php?id=2822
Peer Assessment
Assessment Voice Marking using Adobe Connect
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)
Net
Presence
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 Persona
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, FaceBook, LinkedIn, Landing
Beyond the LMSSocial networking in a boutique network
https://Landing. athabascau.ca
Walled Gardens (with windows)
Connectivist learning thrives in safe learning spaces with windows allowing randomness, external participation and public presentation
What is the Landing?
A private space for Athabasca University – students, staff, alumniA public place for sharing knowledgeA user controlled creative spaceBoutique social networkNetworking, blogging, photos, microblogging, polls, calendars, groups and more
Built on elgg.org platform
Landing ProvidesUser control
Personal Learning Environment
Persistence
ConclusionsCOI most widely quoted heuristic and research theory in online learning
Need to use new tools to enhance cognitive, social and teaching presence
Does it speak to learning in your course contexts?
Is it a useful tool for education development and research?
Your comments and questions, please
Terry Anderson [email protected]
Blog: terrya.edublogs.org
Why low rate of problem resolution in Cognitive Presence?
Instructional design- no problem to resolve
Poor teacher guidance/assessment
Resolution reflected in final papers/exams or case studies – not in online discussion
Artificial context of formal learning- no space for real application
Poor instrumentation or model
Online asynch discussion is not powerful enough to support full cognitive presence
Takes too much time
