Blended Learning Preparation Program - Presentation on Social Presence
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These slides are from a mini-workshop on blended learning course design and engagement.
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Blended Learning Preparation Program - Presentation on Social Presence
- 11. Community of Inquiry Social Presence Ability of participants in a CoI to project themselves socially & emotionally as real people. Cognitive Presence Extent to which learners can construct meaning through sustained reflection & discourse in a CoI. Teaching Presence Design, facilitation, & direction of cognitive & social processes for achieving learning outcomes. Garrison, Anderson, & Archer (2000)
- 14. Students learn best when they feel they are in a safe, low-stress, welcoming, consistent, supportive environment w/organized structure. PRINCIPLE (Ambrose et al., 2010; Doyle & Zakrajsek, 2013) (Bransford et al., 1999; Lundberg & Sheridan, 2015; Nilson & Goodson, 2018)
- 17. MODULE Face-to-Face Online Inquiry Question(s) Learning Objectives (tied to assessment) Students learn better & remember longer by engaging in an activity than by passively watching/listening. PRINCIPLE (Bligh, 2000; Bonwell & Eison, 1991; Deslauriers, Schelew, & Weiman, 2001; Jones-Wilson, 2005)
- 18. MODULE Face-to-Face Online Inquiry Question(s) Learning Objectives (tied to assessment) Students learn better & remember longer when they receive material multiple times & in different ways—through multiple sense & modes. PRINCIPLE (Doyle & Zakrajsek, 2013; Hattie, 2009; Kress, Jewitt, Ogborn, & Charalampos, 2006)
- 19. MODULE Face-to-Face Online Bold = Headings for each session Blue = Engagement/Activities Red = Your presence
- 20. Bold Headings for each session Blue Engagement/ Activities Red Your presence YOUR TASK With a colleague, construct one module for a blended course, using elements of organization, engagement, and presence. MODULE
- 22. Tips & Lessons Learned
- 23. Tips & Lessons Learned 1. Teach students what “blended” means (and what it means for your particular class).
- 24. Tips & Lessons Learned 1. Teach students what “blended” means. 2. Get rid of weeds.
- 25. Tips & Lessons Learned 1. Teach students what “blended” means. 2. Get rid of weeds (minimize distractions). 3. Fill in the gopher holes.
- 26. Tips & Lessons Learned 1. Teach students what “blended” means. 2. Get rid of weeds (minimize distractions). 3. Fill in the gopher holes. 4. Maintain clean edges.
- 27. Tips & Lessons Learned 1. Teach students what “blended” means. 2. Get rid of weeds (minimize distractions). 3. Fill in the gopher holes. 4. Maintain clean edges. 5. No such thing as fix-and-forget.
- 28. Tips & Lessons Learned 1. Teach students what “blended” means. 2. Get rid of weeds (minimize distractions). 3. Fill in the gopher holes. 4. Maintain clean edges. 5. No such thing as fix-and-forget. from Online Teaching at its Best Nilson & Goodson (2018) MEANINGFUL STUDENT-INSTRUCTOR INTERACTIONS include: • Visible instructor presence & a well- prepared course (Liu, Magjuka, Bonk, & Lee, 2009; Tsiotakis & Jimoyiannis, 2016) • Organization of content, clear directions, examples of exemplary work, & timely feedback (Estes, 2016) • Appropriate use of communication tools (Pavlis-Korres & Leftheriotou, 2016) • Frequent & personalized interactions (Thurmond & Wambach, 2004)
- 29. Thank you & best wishes!
Hinweis der Redaktion
- If it's okay, I'd like to start with a bit of a story.
- My older son goes to____, which is an elementary school here in____. We're lucky to live close enough that we can walk to school each day.
- And one day, as we were walking to school, I noticed how beautifully edged the grass was. I don't know why it stood out to me, but I took notice of the long, clear, straight lines everywhere the grass was meant to end and another surface began.
- Here's another shot.
- And here's a picture of the lead grounds-keeper, BW. This picture is from 1996 and it's the only one I could find of him on the Internet, but I want to put a face to this story. Because, like I said, B is the lead grounds-keeper for [--] schools---
- and as I walked my little guy to school, I saw B, and I don't know why, but I stopped him and complimented him on how nicely-edged the grass was. He thanked me, and he said, "and you let me know if you see one single weed on this campus. You won't find one; but if you do, you let me know." I thought, my goodness, what's wrong with a weed. Are there poisonous weeds? Should I be worried? And so I asked him why?
- and he told me that he believes that - If students have green grass to play on, no weeds in the planters, and clean edges on the walkways, then they will feel better being at school. If students feel good at school, and can play on green grass,** then they will be happier in the classroom. They will enjoy school and will learn more. And, as a mom, I think this is amazing.
- But as a course designer and an instructor, I am struck by how much Brad's philosophy of grounds-keeping and its relationship to learning so closely resonates with my own philosophy of online and blended course design.
- Because I want my course and the courses I help build to be a place where students want to be. I want them to see that we have put time and care into the design, content, and activities because I think they will learn better if they see those things.
- So this is our pedagogical inquiry: How do we design for presence and engagement? How do we make our courses a place where students want to be and that is conducive for learning?
- In online/blended learning design, when we talk about “presence,” we’re often invoking Community of Inquiry theory. I won’t spend too much time on the theory, but the idea is that within a classroom space and over an academic term, a class of students and instructors can become a community engaged in a common pursuit of worthwhile skills and knowledge. But community doesn’t just happen. It builds. Some would say it is socially constructed. Expanding on this a little bit, Garrison, Anderson, & Archer describe three presences that need to be cultivated in order to build a CoI. Social presence is something that already happens naturally by being physically present in a classroom amongst other people. When you introduce online components, though, the idea of social presence is the idea that people—students and instructors alike—need opportunities to project themselves as real people. Cognitive presence is the meaning-making that happens through the course. And teaching presence occurs through the overall course design—from the look, feel, and tone of the online space, to the pathways that students take between online and face-to-face content.
- So we keep this in mind as we put theory into practice—as we think about how to design our courses in such a way as to cultivate those three presences and to facilitate engagement with our common inquiry.
- There are a number of ways to organize a blended course, but it is important to keep a generally consistent structure.
- Just as clean edges between grass to play on and walkways to get from place-to-place shows that someone cares about the space, a clean, consistent course structure is one way to establish teacher presence in a way that is trustworthy and conducive to learning. This blended institute is a nice model of this, as each day includes the elements of read--watch--explore--and do.
- And then engagement happens in the many ways that students interact with the teacher, the content, and with each other in both the ++face-to-face and ++online portions of the course. So I am just giving you one very broad example of what this might look like.
- Here is an example of a basic module overview page from a course I teach, called Literacy in the Content Areas. Both the online and the F-2-F portions of this particular module are framed by this question of What is Academic Language? As well as a set of learning objectives.
- So if I am mapping this out, I am thinking about the ways that two course sessions—one online and one F2F—might be connected by a common line of inquiry or a common set of learning goals (which are tied to assessment, but you’ll be addressing that idea later in this institute). But then I want to think carefully about how I am going to ask students to interact with content and with each other in order to build sustained understanding. Two principles from cognitive science help inform this process:++ First, students learn better when they are engaged, rather than listening.
- Second, students learn better when content is delivered through multiple means of representation and when they can engage with content in different ways.
- So I am going to ask you to engage with some content. You will receive a module card that represents one F2F and one Online session that might be housed within a single module. With a colleague, you will consider how you might order and organize certain elements of a course. ++Bold items indicate headings for each class session. ++Blue items are for engagement activities that students will complete as they move from session to session. ++The red items are ways that you can establish your presence and communicate about the course with students.
- [Hand out the envelopes]
- Still thinking about presence and engagement, I’d like to share some tips and lessons learned. The course I teach is offered every semester, so I have taught it now about 12 times. 3-4 of those times have been in a blended format. Last year, I thought I had finally figured out blended learning and that I had created the course exactly how I wanted it to be. When I first started offering the course in a blended
- Weeds are out of place, distracting, or confusing. This resonates with the idea that each page in a course should be clean and free of distracting or confusing elements. Quick corrections when a problem is noticed.
- Fill in the gopher holes. Gopher holes in the grass are hazardous to student play. Make sure links work, buttons navigate to the correct place and don’t break or take people out of the course.
- Clean edges – consistent navigation & structure.
- Green grass – takes time and ongoing effort. Not fix it and forget it. Announcements/emails to students, timely feedback, connective communication across online and F2F interactions. Remind them where we’ve been and where we’re headed (and why).
- So those were my tips and lessons learned, but there is also research in online and blended learning that suggests meaningful student-instructor interactions happen when these things are present.