Week 5- chapters 7-9
Content Overview
Advancements in technology have created a society in which we rely on technology for everyday tasks. There are many technologies in existence which can help with getting together a group of people for collaborative learning. This lesson will explore the CoI in regards to instructional technology, the CoI and how it relates to blended learning, and guidelines to use to incorporate the CoI framework when developing a course. |
CoI and Instructional Technologies
Technology has created new opportunities to connect people and change the approach to teaching. Historically, communication technologies have shown to be useful to enhance learning and create communication and collaboration in a group (Garrison, 2017).
When using technology, it is important to understand technology can create communities of inquiry but according to Brown et. Al (2015) ensuring collaboration has to be the number one goal. Web 2.0 was a major contributing factor to the growth of online learning. Web 1.0 was read only and the creation of web 2.0 allowed for accessing systems supporting collaboration.
Technology has created a need to change the old way of thinking about teaching and according to Roblyer et al, (2010) there is still a need to figure out the roles of different technologies for teaching and learning. Social media is widely popular but has shown not to be an effective way to create a CoI using technology due to its short message exchanges and lack of reflective thinking (Annisette & Lafrenier, in press). Mobil learning is commonly used for social media and has not been shown as a useful educational technology supporting the CoI framework. This may be due to research needing to be conducted if complex tasks that need concentration and reflection can be done with mobile devices. Massive Open Online Courses (MOOCs) have shown to be a great tool to leverage technology for a community of inquiry. It provides a place for communication as well as facilitated by an instructor. This leads to having all three of the CoI framework presences leading to a deep learning experience.
Technology has created new opportunities to connect people and change the approach to teaching. Historically, communication technologies have shown to be useful to enhance learning and create communication and collaboration in a group (Garrison, 2017).
When using technology, it is important to understand technology can create communities of inquiry but according to Brown et. Al (2015) ensuring collaboration has to be the number one goal. Web 2.0 was a major contributing factor to the growth of online learning. Web 1.0 was read only and the creation of web 2.0 allowed for accessing systems supporting collaboration.
Technology has created a need to change the old way of thinking about teaching and according to Roblyer et al, (2010) there is still a need to figure out the roles of different technologies for teaching and learning. Social media is widely popular but has shown not to be an effective way to create a CoI using technology due to its short message exchanges and lack of reflective thinking (Annisette & Lafrenier, in press). Mobil learning is commonly used for social media and has not been shown as a useful educational technology supporting the CoI framework. This may be due to research needing to be conducted if complex tasks that need concentration and reflection can be done with mobile devices. Massive Open Online Courses (MOOCs) have shown to be a great tool to leverage technology for a community of inquiry. It provides a place for communication as well as facilitated by an instructor. This leads to having all three of the CoI framework presences leading to a deep learning experience.
CoI and Blended Learning
Blended learning is an approach mixing online and face-to-face experiences in learning.
When the blended approach keeps people connected, it has been shown to create communities of learners whose focus is learning as well as thinking collaboratively.
The end goal of blended learning was to create a collaborative learning experience using technology to make learning more effective (Garrison, 2017). This is done by moving past the old methods of learning by listening and taking notes and replacing it with engaging activities which makes deeper meaning of learning. According to Halverson, Graham, Spring, Drysdale and Jefferey (2012) blended learning should be used because the CoI framework is the mostly used learning theory and the blended learning design engages people to think, reflect, and ask questions making a sustainable community of learners. Basically, blended learning is all about getting people involved in the educational experience. It brings people together in a community of inquiry which is beneficial for the learning experience.
Blended learning is an approach mixing online and face-to-face experiences in learning.
When the blended approach keeps people connected, it has been shown to create communities of learners whose focus is learning as well as thinking collaboratively.
The end goal of blended learning was to create a collaborative learning experience using technology to make learning more effective (Garrison, 2017). This is done by moving past the old methods of learning by listening and taking notes and replacing it with engaging activities which makes deeper meaning of learning. According to Halverson, Graham, Spring, Drysdale and Jefferey (2012) blended learning should be used because the CoI framework is the mostly used learning theory and the blended learning design engages people to think, reflect, and ask questions making a sustainable community of learners. Basically, blended learning is all about getting people involved in the educational experience. It brings people together in a community of inquiry which is beneficial for the learning experience.
CoI Guidelines for Practice
The effectiveness of teaching is the key pillar in practicing the CoI framework for deep learning. When designing a course the CoI framework is front and center to create the collaborative (social) and meaning making (cognitive) presences of learning. The effectiveness of teaching is a key pillar in practicing the CoI framework for deeper learning. According to Garrison (2017) there is a need to connect the activities used for learning and the outcome of the learning. This is done through the teaching presence’s three categories; design and organization, facilitation, and direct instruction.
Taking the three categories of the teaching presence provides guidelines to ensure each of those categories includes the social and cognitive presence; hence all three presences are included in the design of a course.
The effectiveness of teaching is the key pillar in practicing the CoI framework for deep learning. When designing a course the CoI framework is front and center to create the collaborative (social) and meaning making (cognitive) presences of learning. The effectiveness of teaching is a key pillar in practicing the CoI framework for deeper learning. According to Garrison (2017) there is a need to connect the activities used for learning and the outcome of the learning. This is done through the teaching presence’s three categories; design and organization, facilitation, and direct instruction.
Taking the three categories of the teaching presence provides guidelines to ensure each of those categories includes the social and cognitive presence; hence all three presences are included in the design of a course.
digitized bb-collaborate session
Using Technology with the Community of Inquiry Framework
This session introduces how technology can be used for collaborative learning and how to use it in the Community of Inquiry framework.
This session introduces how technology can be used for collaborative learning and how to use it in the Community of Inquiry framework.
student assessment
References
Annisette, L.E., & Lafreniere, K.D. (in press). Social media, testing, and personality: A test of the shallowing hypothesis. Personality and Individual Differences. Retrieved March 3, 2016 from: http://dx.doi.org/10.1016/j.paid.2016.02.043
Brown, T.H., & Mbati, L.S. (2015). Mobile learning: Moving past the myths and embracing the opportunities. International Review of Research in Open and Distributed Learning, 16(2), 115-135.
Garrison, D.R., (2017). E-Learning in the 21st Century. New York, NY: Routledge.
Halverson, L.R., Graham, C.R., Spring, K.J., Drysdale, J.S., & Jefferey, S. (2012). An analysis of high impact scholarship and publication trends in blended learning. Distance Education, 33(3), 381-413.
Roblyer, M.D., McDaniel, M., Webb, M., Herman, J., & Witty, J.V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13, 134-140.
Brown, T.H., & Mbati, L.S. (2015). Mobile learning: Moving past the myths and embracing the opportunities. International Review of Research in Open and Distributed Learning, 16(2), 115-135.
Garrison, D.R., (2017). E-Learning in the 21st Century. New York, NY: Routledge.
Halverson, L.R., Graham, C.R., Spring, K.J., Drysdale, J.S., & Jefferey, S. (2012). An analysis of high impact scholarship and publication trends in blended learning. Distance Education, 33(3), 381-413.
Roblyer, M.D., McDaniel, M., Webb, M., Herman, J., & Witty, J.V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13, 134-140.