Social Presence Cognitive Presence Teaching Presence Presenting oneself as a “real person” Providing structure and support Extended discourse for sense making (Garrison, Anderson, & Archer, 1999) Learning in an Online Environment

Teaching Presence (Anderson, Rourke, Garrison, Archer, 2001) Design and organization of online course(s) Setting curriculum Designing instructions methods Establishing time parameters Utilizing medium effectively Establishing netiquette Facilitating discourse-building and understanding Identifying areas of agreement/disagreement Seeking to reach consensus/understanding Setting climate for learning Drawing in participants, prompting discussion Assess the efficacy of the process Direct instruction Present content/questions Focus discussion on specific issues Summarize the discussion Confirm understanding through assessment and explanatory feedback Diagnose misconceptions Inject knowledge from diverse sources Respond to technical concerns

Social Presence (Garrison, Anderson, & Archer, 2000) Establishing a Collaborative Community of Inquiry Expression of emotion Emoticons to express nonverbal cues Sharing visuals to support notion of a person Humor Share feelings, attitudes, experiences, and interests Open communication Mutual awareness Recognition- Express appreciation and agreement as well as complimenting and encouraging others Risk free expression Group Cohesion Collaborative communication Build and sustain sense of group commitment and belonging

Cognitive Presence (Garrison, Anderson, & Archer, 2000) Triggering Event Experience Establish state of dissonance Exploration Search for clarification, information, knowledge and alternatives Integration Information and knowledge shifted to a coherent idea or concept Understand the acquired information and knowledge Resolution Application of an idea or hypothesis Ongoing challenges to next stage that triggers next event Critical thinking and/or inquiry

Cognitive Presence (Garrison, Anderson, & Archer, 2000 Garrison & Cleveland-Innes, 2005) Triggering Event and Experience Establish state of dissonance Exploration Search for clarification, information, knowledge and alternatives Integration Information and knowledge shifted to a coherent idea or concept Understand the acquired information and knowledge Resolution Application new ideas Challenge for next stage to trigger next event Instructional Strategies Critical Discourse Pre-reflection Reflection Post-Reflection

Cognitive Presence Teaching Presence (Garrison, Anderson, & Archer, 2000) Selecting Content

Social Presence Teaching Presence (Garrison, Anderson, & Archer, 2000) Setting Climate

Social Presence Cognitive Presence (Garrison, Anderson, & Archer, 2000) Supporting Discourse

Social Presence Cognitive Presence Teaching Presence (Garrison, Anderson, & Archer, 2000) Selecting Content Setting Climate Supporting Discourse EDUCATIONAL EXPERIENCE Elements of an Educational Experience Combined for the Total Experience

Online Community of Inquiry

Social Presence Cognitive Presence Teaching Presence (Garrison& Vaughan, 2008) Selecting Content Setting Climate Supporting Discourse EDUCATIONAL EXPERIENCE Setting curriculum and methods, sharing personal meaning, focusing discussion

Social Presence Cognitive Presence Teaching Presence (Garrison & Vaughan, 2008) Selecting Content Setting Climate Supporting Discourse EDUCATIONAL EXPERIENCE Enabling rish-free expression, encouraging collaboration

Social Presence Cognitive Presence Teaching Presence (Garrison & Vaughan, 2008) Selecting Content Setting Climate Supporting Discourse EDUCATIONAL EXPERIENCE Exchanging information, connecting ideas, applying new ideas

Is this OSU’s Online Community of Inquiry? Self Study/Independ ent Learning Abas Z. W. & Fadzi, M. (2008). Towards a more effective engagement of learners and tutors in online Discussion

Is this the hope for OSU’s Online Community of Inquiry? Self Study/Indepen dent Learning Group Collaborative Learning Abas Z. W. & Fadzi, M. (2008). Towards a more effective engagement of learners and tutors in online Discussion

What experiences are needed for such an Online Community of Inquiry? Self Study/Independe nt Learning ???? Group Collaborative Learning Abas Z. W. & Fadzi, M. (2008). Towards a more effective engagement of learners and tutors in online Discussion

Readings, Lectures, Assignments, Labs + Group Collaboration Teamwork Peer Review Thinking about my thinking Real Learning Critical Discourse and Reflective Learning Experiences

Multiple Experiences for Developing Understanding

All expectations must be assessed in a meaningful manner – even the reflections!

Consider these possible experiences for an Online Community of Inquiry! Self Study/Independent Learning Key Questions Project-based learning Reflections Group Collaborative Learning Abas Z. W. & Fadzi, M. (2008). Towards a more effective engagement of learners and tutors in online Discussion