Cognitive Presence Social Presence Teaching Presence Garrison Anderson
- Slides: 20
Cognitive Presence Social Presence Teaching Presence (Garrison, Anderson, & Archer, 1999) Extended Presenting Providing discourse for oneself structure asand asense making “real support person” Learning in an Online Environment
• 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 Teaching Presence • • • Direct instruction • • (Anderson, Rourke, Garrison, Archer, 2001) 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 • • • 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
• Expression of emotion Social Presence • • 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 Establishing a Collaborative Community of Inquiry (Garrison, Anderson, & Archer, 2000)
Cognitive Presence • Triggering Event Experience • Establish state of dissonance • Exploration • Search for clarification, information, knowledge and alternatives • Integration • • Critical thinking and/or inquiry • Resolution • • (Garrison, Anderson, & Archer, 2000) Information and knowledge shifted to a coherent idea or concept Understand the acquired information and knowledge Application of an idea or hypothesis Ongoing challenges to next stage that triggers next event
Cognitive Presence • Triggering Event and Experience • Establish state of dissonance • Exploration • Search for clarification, information, knowledge and alternatives • Integration • Instructional Strategies • Critical Discourse • Pre-reflection • Reflection • Post-Reflection (Garrison, Anderson, & Archer, 2000 Garrison & Cleveland-Innes, 2005) • • 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
Cognitive Presence Selecting Content Teaching Presence (Garrison, Anderson, & Archer, 2000)
Social Presence Setting Climate Teaching Presence (Garrison, Anderson, & Archer, 2000)
Social Presence Cognitive Presence Supporting Discourse (Garrison, Anderson, & Archer, 2000)
Social Presence Cognitive Presence Supporting Discourse EDUCATIONAL EXPERIENCE Setting Climate Selecting Content Teaching Presence Elements of an Educational Experience (Garrison, Anderson, & Archer, 2000) Combined for the Total Experience
Online Community of Inquiry
Cognitive Presence Social Presence Supporting Discourse EDUCATIONAL EXPERIENCE Setting Climate Selecting Content Setting curriculum and methods, sharing personal meaning, focusing discussion Teaching Presence (Garrison& Vaughan, 2008)
Social Presence Enabling rish-free expression, encouraging collaboration Setting Climate Cognitive Presence Supporting Discourse EDUCATIONAL EXPERIENCE Selecting Content Teaching Presence (Garrison & Vaughan, 2008)
Social Presence Supporting Discourse Cognitive Presence EDUCATIONAL EXPERIENCE Setting Climate Selecting Content Teaching Presence (Garrison & Vaughan, 2008) 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? ? ? ? ? Group Collaborative Learning Self Study/Independe nt 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 e v i ct e l f e R s d e n c a en e rs eri u p o c x is g E D l n i a n c r i t a i Le Cr
Multiple Experiences for Developing Understanding
n i d esse s s a e b t s u – r m e s n n n o a i t m a t l c u ! f e s g p n n x o i i e n t l l c a e e A l f m e r a e h t n eve
Consider these possible experiences for an Online Community of Inquiry! Reflections Group Collaborative Learning Project-based learning Key Questions Self Study/Independent Learning Abas Z. W. & Fadzi, M. (2008). Towards a more effective engagement of learners and tutors in online Discussion
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