Teaching Presence
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Teaching Presence CDL Conference April 11, 2008 Nicola Martinez Center for Distance Learning
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An Introduction to strategies for establishing teaching presence in online courses, using the Community of Inquiry Framework. Presented at the SUNY Empire State College Center for Distance Learning Annual Conference, April 11, 2008
Transcript of Teaching Presence
Teaching Presence
CDL Conference April 11, 2008
Nicola MartinezCenter for Distance Learning
Adult Learners Need
To know why learning is required
To direct their learning
To contribute their experiences to the learning situation
To apply what they have learned to serve real world problems
To feel competent and experience success throughout the learning program.
(Knowles et al., (1998); Wlodkowski, R. J. (1993).
Community of Inquiry Framework
From: Garrison et al., (2000-2006)
Cognitive Presence
Cognitive presence is defined as the exploration, construction, resolution and confirmation of understanding through collaboration and reflection in a community of inquiry. The practical inquiry model operationalizes cognitive presence and is ground in the work of Dewey (1933) on reflective thinking.
(Garrison et al., 2000, 2006)
Social Presence Social presence is described as the ability to project one’s
self and establish personal and purposeful relationships. The three main aspects of social presence, as defined here, are affective communication, open communication and group cohesion.
(Garrison et al., 2000, 2006)
Teaching Presence Teaching presence is the design, facilitation, and direction
of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes. Teaching presence has three components: Instructional Design and Organization, Facilitating Discourse, and Direct Instruction.
(Garrison et al., 2000, 2006)
Table of Presences
From: Garrison (2006)
Models of teaching roles in computer conferencing
From: Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001).
Coding scheme for Instructional Design and Organization
From: Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001).
Coding Scheme for Facilitating Discourse
From: Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001).
Coding Scheme for Direct Instruction
From: Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001).
Teaching Presence Strategies
Establishing Time Perimeters
Setting Curriculum
From: Privacy, Security, Freedom: Social Concerns for the 21st Century
Teaching Presence Strategies
Drawing in Participants, Prompting Discussion
Injecting Knowledge from Diverse Sources
Establishing Time Perimeters
From: Privacy, Security, Freedom: Social Concerns for the 21st Century
Teaching Presence Strategies
Setting Curriculum
Establishing Time Perimeters
Drawing in Participants, Prompting Discussion
Focus the Discussion on Specific Issues
From: Privacy, Security, Freedom: Social Concerns for the 21st Century
Discussion
Let’s talk about strategies for creating teaching presence.
Do you have any to share?
Teaching Presence Role Play
Form small groups. Select one group member
to play the role of the Instructor, whose primary objective is facilitation of a class debate on a controversial topic.
The remaining group members will role play as students who are enrolled in the course and participating in the debate.
Student Role Play Profiles
Politician with liberal views
Social worker Retired law enforcement
officer Policy analyst from the
Department of Homeland Security
Labor union representative
Conservative Minister Business Executive Librarian
Contact Information
• Visit our web site at:
http://www.esc.edu/cdl
Nicola MartinezDirector of Curriculum and Instructional Design
Center for Distance Learning111 West Avenue, Saratoga Springs, NY 12866518-587-2100, ext. 2276
References
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text -based environment:Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 1-19 http://communitiesofinquiry.com
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of Asynchronous Learning Network, 5 (2). http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp
Garrison, D. R. Garrison, D. R. (2006). Online Community of Inquiry Update: Social, Cognitive, and Teaching Presence Issues. Unpublished paper.
Gibbs, G. (1992b). Improving the quality of student learning . Bristol: Technical and Educational Services.
Shea, P., Pickett. A., & Peltz, W. A Follow-up Investigation of “Teaching Presence” in the SUNY Learning Network. (2003) Journal of Asynchronous Learning Network, 7 (2). http://www.sloan-c.org/publications/jaln/v7n2/pdf/v7n2_shea.pdf
Knowles, M. S. (1970, 1980) The Modern Practice of Adult Education. Andragogy versus pedagogy, Englewood Cliffs: Prentice Hall/Cambridge.
Knowles, M. S., Holton III, Elwood F., Swanson, Richard A. (1998). The Adult Learner. Houston: Gulf.
Vygotsky, L. (1978). Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.
Wlodkowski, R. J. (1993). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass.
