Community of inquiry workshop
Building a dynamic E-LEarning Experience
COMMUNITY OF INQUIRY WORKSHOP
Chapter 1: Introduction
The development of the internet not only put information at our fingertips, but allowed us to interact with others from each corner of the world for the sake of sharing information. Without your learning being confined to the classroom, E-Learning helped eliminate barriers which separated learners across the world in order to connect the world through knowledge. Through both asynchronous(archived sessions) and synchronous(live sessions) learning, the internet helped foster E-Learning which helped foster a learning community which could stretch not only across a town or state, but across the world. |
Chapter 2: Theoretical Foundation Overview
Learning is best when it involves collaboration. Collaborations and more importantly discourse, allows learners to make sense of experiences and new knowledge to start the process of constructing of meaning. This was an idea developed by John Dewey who was an educational philosopher. To truly develop this community of inquiry, teachers play a great role. A great way to achieve the goal of collaboration through E-Learning, is the proper use of technology in their classrooms, while a majority of E-Learning is from text-based communication, there are plenty of collaborative ways to foster knowledge sharing. |
Chapter 3: Community of Inquiry Overview
Community of Inquiry (COI) is a group of learners who are working together in an educational environment, community, with a focus on problem solving and meaning making. Emotion and inter-personal relationships are critical in this presence to generate a safe environment for learning (Garrison, 2016). The COI framework consists of three presences; social presence, cognitive presence, and teaching presence. When combined, the three presences create a sense of identity through focused communication combined distributed learning and teaching among members of the community (Garrison, 2016). |
Chapter 4: Social Presence
E-Learning starts when those in the community feel comfortable and when the environment is one conducive to learning. The proper environment should foster communication within groups, builds trust, and helps develop relationships through interaction and discourse. Social Presence starts with respect and welcoming conversation and ultimately leads to the forming of a cohesive group where they start calling each other by name, or the use of inclusive pronouns such as “we” or “our” (Garrison, 2016). |
Chapter 5: Cognitive Presence
Cognitive Presence is strengthened not only through collaboration but the use of critical thinking. To achieve this there are four phases in cognitive presence based of the Practical Inquiry Model. First is triggering which is the use of a icebreaker or a hanging question used to catch students attention and get them actively thinking. Next comes the exploration phase, where the topic is examined further and where most new information is introduced. Then comes integration where students are guided by connecting the new information to themselves or things they are familiar with. Lastly resolution, where students are able to finally make meaning and the educator clears things up for the students. |
Chapter 6: Teaching Presence
Community of Inquiry requires the students and teachers to both be actively involved by having fluid roles where they at some moments change places. While this is true the teacher ultimately has three roles they must assume in E-Learning; instructional design, facilitation, and direct instruction. It would be wise to use backwards design methods when designing a course to ensure focus is not only on the content but on how the students interact with that content. Facilitating discourse is how the teacher truly guides the students to engage each other in collaborative learning. Meaningful facilitation requires the linking of prior knowledge and furthering of ideas brought up in discussion. Direct instruction is the intentional, direct, conveying of information from teacher to which will help eliminate any misconceptions and further explain new information to students. |
Digitized BB-Collaborate Session #1
Asynchronous blackboard collaborate session designed utilizing the Community of Inquiry Framework. Video focuses on the history of E-Learning and gives an overview of the Community of Inquiry Framework.
DIGITIZED BB-COLLABORATE SESSION #2
Synchronous blackboard collaborate session designed utilizing the Community of Inquiry Framework. Video focuses on the three presences that make up the Community of Inquiry Framework.
Assessment
Complete this assessment after reviewing the workshop and accompanying videos.
Reference
Garrison, D. R. (2016). E-learning in the 21st century: a Community of Inquiry framework for research and practice (3rd edition). New York, NY: Routledge.Garrison, D. R. (2016). E-learning in the 21st century: a Community of Inquiry framework for research and practice (3rd edition). New York, NY: Routledge.