• 在线学习社区设计(四)

    普通类
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    • 提问
    • 解释
    • 补充
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    • Introduction

     

     

    • One of the most widely used frameworks for building communities online is the Community of Inquiry (CoI) theoretical framework developed by Garrison, Anderson, and Archer (2000). Applying the CoI framework as a lens, the purpose of this article is to provide a collection of CoI instructional strategies based in cognitive presence, social presence, and teaching presence (Garrison, Anderson, & Archer, 2000), for practitioners (instructors, online course developers, instructional designers) to use in online courses. This collection of CoI instructional strategies is built using Sorensen and Baylen’s (2009) seven principles of good practice. Garrison and Arbaugh (2007) indicated the need for practical strategies and guidelines for how to facilitate presence from a real-world pedagogical perspective as a future area for CoI research. This article hopes to fill this void.

    • Community and CoI Framework
    • History of CoI

      Grounded in John Dewey’s (1938) view of practical inquiry, Garrison et al. first introduced the Community of Inquiry (CoI framework) in 2000 (as cited in Swan & Ice, 2010). With inquiry and community at the core of his philosophy, Dewey believed individual development was dependent upon community (Swan, Garrison, & Richardson, 2009). “Community,” a word used copiously in educational research, is often used to refer to the cognitive or emotional connections established between physically separated learners. A broad construct of community has been defined by McMillan and Chavis (1986) as “a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together” (p. 9). Wang, Laffey, and Poole (2001) argue that community can result from shared knowledge among online learners, and this online community is especially important as Rovai (2000) stated, “strong feelings of community increase the flow of information, the availability of support, commitment to group goals, cooperation among members, and satisfaction with group efforts” (p. 286).

    • CoI in Online Learning Environments
    • The literature specifically advocates that within online environments, interaction between learners is of great importance to student success (Akyol & Garrison, 2008; Arbaugh, 2008; Richardson, Maeda, Lv, & Caskurlu, 2017). The CoI framework that highlights three core elements –cognitive presence, social presence, and teaching presence – is used to create a meaningful educational experience (Garrison et al., 2000). These presences are interdependent as depicted in Figure 1. The CoI framework assumes that effective online learning, particularly higher order learning, is dependent on the development of a community (Swan et al., 2009). Since its publication in 2000, researchers have suggested additions to the original framework in terms of presences, dimensions, and influences (Kozan & Caskurlu, 2018; Peacock & Cowan, 2016). This article will focus on three original presences as defined by Garrison et al. (2000). For additions to the CoI framework, refer to Kozan and Caskurlu (2018) and Peacock and Cowan (2016). The three presences of the CoI framerwork as discussed in this article are multidimensional, but in order to understand how they work collectively we must examine them individuall.

    • Framework

    • Cognitive Presence
    • Cognitive presence, the ability to construct and confirm meaning through sustained reflection (Anderson, Rourke, Garrison, & Archer, 2001), is demonstrated in the Practical Inquiry Model (PIM) created by Garrison et al. (2000) and depicted in Figure 2. The PIM includes four phases: (1) a triggering event, where a problem is identified for further inquiry; (2) exploration, where an individual explores the issue; (3) integration, where learners concept meaning from ideas formed in the exploration phase; and (4) resolution, where students can apply the new skills and knowledge learned from the previous phases into real-world application(s) (Garrison et al., 2000). Reflection is a key aspect of the CoI framework and helps learners to increase their cognitive presence as Redmond (2014) states, “reflecting on learning content and outcomes relates to knowledge acquisition where learners identify their increased knowledge and skills in the subject area” (p. 50).

    • Practical inquiry model of Cognitive Presence

    • Social Presence
    • According to Lowenthal and Lowenthal (2010), “social presence is a theory that explains the ability of people to present themselves as ‘real people’ through a communication medium. Most studies on social presence focus on how students present themselves and/or are perceived as ‘real’ people online” (p. 1). Garrison et al. (2000) determined three categories of social presence indicators. These categories are: (1) emotional (affective) expression, where learners share personal expressions and values; (2) open communication, where learners develop aspects of mutual awareness and recognition; and (3) group cohesion, where learners build and sustain a sense of group commitment (Garrison et al., 2000). A study conducted by Richardson and Swan (2003) found that social presence positively affects student and instructor course satisfaction. During the study, a relationship between social presence and perceived learning was identified; students who perceived high social presence learned more than those who perceived low social presence (Richardson & Swan, 2003).

    • Teaching Presence
    • Garrison and colleagues describe teaching presence as the design, facilitation, and direction of cognitive and social processes to support learning (Garrison & Arbaugh, 2007; Garrison et al., 2000). Teaching presence has three components: (1) instructional design and organization (e.g., setting curriculum, designing methods, etc.); (2) facilitating discourse (e.g., setting course climate, acknowledging or reinforcing student contributions, etc.); and (3) direct instruction (e.g., summarizing the discussion, presenting content/questions, etc.; Anderson et al., 2001).

    • 说说你对COI模型的理解(必做)
    活动类型:
    讨论交流
    活动描述:
    1.说说什么是COI; 2.结合自己的在线学习实践,说说你对COI的理解;
    • COI模型与在线学习设计(必做)
    活动类型:
    讨论交流
    活动描述:
    1. 结合自身的学习体验,选择如钉钉平台,腾讯会议,ZOOM,MOODLE,SAKAI,慕课等分析其如何体现教学存在,认知存在和社会存在的? 2. 上述平台的COI的理念以及可能的改进措施; 3 .小组协同建构
    • COI与学习活动的设计(选做)
    活动类型:
    讨论交流
    活动描述:
    请结合对社会存在,认知存在和教学存在的理解,结合学习元平台的现有功能说说如何在学习元平台增加三种存在感,教学活动的设计应该注意那些方面。 PS:相关资料请查阅资源—拓展资源;
    • COI与学习环境的比较分析
    活动类型:
    讨论交流
    活动描述:
    假设你是某大学二年级的学生,正在学习教育技术新发展这门课程,这门课程的主要特色为混合学习,即线上线下混合学习方式进行。现在基于平台界面除过学习内容和学习活动显示外,你可以选择一种学习网络辅助学习,那么你会选择那种?为什么?结合COI论述,包括分析其对学习的支持与你的需求
    • 社会网络学习场景

    • 社会网络学习场景介绍

    在学习的过程中,你可以查看基于某个主题的全体参与者(头像)

    你可以点击每一个学习者头像,进入其学习空间查看她的简历,学习轨迹与路径,学习爱好以及好友圈子;

    你可以通过点击用户头像的方式,和她/他建立社交关系,可以发送消息,邮件,可以微信或者QQ

    • 知识网络学习场景

    • 知识网络学习场景简介
    • 课前可以给学生展示基于某一个主题的全部知识框架;

      课中可以帮助学习者进行知识的梳理与观点的联结,学习者可以在学习的过程中能够创建某一个知识节点,也可以通过发表评论等方式为共享知识库增加新的知识

      课后可以通过点击某一个知识节点进行复习,还可以查看与此主题相关的其他知识。

      PS:只看见知识,看不见人,即学习过程中学习者通过发表评论,增加知识来表示自己的社区存在。

    • 社会知识网络

    • 学习与反思
    活动类型:
    讨论交流
    活动名称:
    学习与反思
    活动描述:
    假设你现在是一名上班族,业余时间选择了某一门MOOC课程,你想通过这门课程了解更多的行业前沿,学习相关的专业知识,如烹饪,插花等。现在课程平台除过常规的学习内容,资源和活动外,还可以选择一种学习网络辅助学习,那么你会选择哪一种,说说理由。
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