Built for Success: Online Course Design and the Community of Inquiry (COI) Framework

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Welcome

Glenn Hoyle, PhDProgram Development Manager

Caroline Conlon, MLIS, MSEdInstructional Designer

Who is Deltak?

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We partner with traditional colleges and universities to…

• Develop and support online programs that deliver exceptional student experiences

• Support the entire online student lifecycle to ensure persistence through to graduation

• Broaden institutional reach• Generate profitable revenue growth

Market Research &

Analysis

Operations & Project

Management

Marketing & Recruitment

Enrollment & Retention

Academic Services

Production Team

Master Course Model

Deltak Quality Standards

Templates

Faculty Development and Resources

Online Instructional Standards

Student Surveys and Comments

Faculty Comments

Learning Analytics

Outcomes

Building Quality Courses

Design

Produce

Teach

Evaluate

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Community of Inquiry

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Course Design and Organization

Facilitating DiscourseDirect Instruction

Open CommunicationGroup CohesionAffective Expression

Triggering EventExplorationIntegrationResolution

COI Survey Instrument

• 9 social presence items (3 affective expression, 3 open communication, 3 group cohesion)

• 12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution)

• 13 teaching presence items (4 design & facilitation, 6 facilitation of discourse, 3 direct instruction)

Social Presence

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Social presence describes the extent to

which students feel connected to a real

community of peers who share their goals

and interests.

Note: Affective Expression, Open Communication, & Group Cohesion

Social Presence Strategies

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Introductory, short content related videos (AE)

Peer interaction opportunities (AE)

Synchronous communication opportunities (chat, web

conferencing, interactive whiteboards) (AE)

Incorporate social applications such as blogs, wikis,

YouTube, Flickr, etc., and allow students to search for and

add content (AE)

Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Social Presence Strategies

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Make discussions a significant part of students’ grades

(mandating interaction with classmates) (OC)

Community and collaborative building activities (GC)

Group problem solving

Group projects

Group discussions

Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Social Presence in Engage (Moodle)

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Integration with Mahara (Groups and Portfolios)

Personalize the Instructor

“Facebook” Chat

Profiles,Messaging

Recent ActivityConversational

Tone.

Social Presence in Canvas

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Profile Settings

Based on WikiStudent can post

Announcements

Integration with 3rd Party Apps

Student Created Synchronous Collaboration

Social Presence in Blackboard

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Blog Module

Twitter Feed Module

Custom Course Feed

Variety of Social Tools

Announcements

Social Presence “Top Five”

Caroline’s Top Five Glenn’s Top Five

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5. Blogs, Wiki tools in Blackboard

4. Group / Collaborative Opportunities in Canvas

3. Third-Party Social Application Integration in Canvas

2. Synchronous Communication in Canvas

1. Video Capabilities in Canvas

5. Announcements in Blackboard

4. Blackboard Mobile App and iPad App for Engage.

3. Mahara Groups

2. Messaging Features in Moodle

1. Course Wall in Moodle

Cognitive Presence

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Cognitive presence describes the process

a group of learners go through as they

explore new ideas, reflect on how they

resonate or conflict with existing

understanding, and finally integrate the

new concepts into a more comprehensive

view of the topic.

Practical Inquiry Model

15http://communitiesofinquiry.com/sites/communityofinquiry.com/files/practicalinquiry.pdf

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Cognitive Presence Strategies

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Constructivist activities – Problem-based learning, case studies, online debates, online discussions, article reviews, individual or collaborative projects

Collaborative technologies such as Adobe Connect, Captivate & Presenter, Camtasia, Wimba, Google Docs, Big Blue Button, synchronous chat, Voice Thread, EtherPad

Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Cognitive Presence Strategies

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Formative assessments that include mixed media feedback (audio, video, written)

Facilitate progression through inquiry cycle by posing critical questions to encourage inquiry

Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Cognitive Presence in Canvas

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Triggering Event Exploration, Integration, &

Resolution

Exploration, Integration, &

Resolution

Cognitive Presence in Blackboard

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Triggering Event

Exploration, Integration, &

Resolution

Exploration, Integration, &

Resolution

Cognitive Presence “Top Five”

Caroline’s Top Five Glenn’s Top Five

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5. Discussions in Canvas

4. Wiki/Content Pages in Canvas

3. Journal tool in Blackboard

2. Blog, Wiki tools in Blackboard

1. Discussion Board in Blackboard

5. Survey and Choice tools in Moodle

4. Mahara Journal tool

3. Activities Settings in Moodle

2. Ability to embed external tools (BBB, Voicethread, Google Docs, etc.)

1. Group functions in Moodle

Teaching Presence

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Teaching presence refers to the

organization and design of the course,

leading the discourse therein, and

providing constructive feedback to learners.

Teaching Presence Strategies

Design & Organization

Consistent course structure

Intuitive navigation

Content presentation

Topic overviews / introductions

Guidelines, templates, samples, user guides, help options

Mix of media in instructional content

22Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Course Design in Engage

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Course Design in Canvas

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Course Design in CourseSites

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Strategies

Facilitating Discourse

Sharing meaning

Identifying areas of agreement / disagreement

Seeking to reach consensus / understanding

Raise questions / make observations

Keep discussions moving

Manage inactive / dominant students

26Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Teaching Presence Strategies

Direct Instruction

Scaffolding learner knowledge

Explanatory feedback

Facilitate linking of content through expertise

Measureable learning outcomes

Logical use of formative / summative assessments

27Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Evidence of Teaching Presence

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“…encourage us and guide…”“We have …taught each other…”

“…push us to look deeper…beyond basic assumptions.”

“…make me think deeper and consider all options.”“…positive criticism”

“…time you spend commenting on …

assignments … most positive part...”

Teaching Presence “Top Five”

Caroline’s Top Five Glenn’s Top Five

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5. Grading in Canvas

4. Learning Modules in Blackboard

3. Internal linking/mapping in Canvas

2. Modules in Canvas

1. Course Menu in Blackboard

5. Promising emerging practice: Learning outcomes in Blackboard and Moodle

4. Class Management: Manage active and inactive students in Moodle

3. Gradebook in Blackboard

2. Grade by Rubrics in Moodle

1. Customizable Labels and “chunking” options in Moodle

Learning Analytics

• What types of evidence of the “presences” is important?

• Are the reports comprehensive and easy to use?

• How are reports used to inform changes and improvements?

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Reporting in Engage

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Forum Statistics

AssignmentsCompare Courses in Program

Reporting in Engage

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QuizzesCourse Wall Postings

Reporting in Canvas

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Reporting in Blackboard

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Conclusions

• Remember! We looked at practical applications of three presences separately, but they are interdependent

• Don’t be trendy: The tool or technology should be used because it’s the right tool or technology

• Resolution is the goal: Goal should be for students to reach the Resolution phase in the Practical Inquiry Model

• Form follows function: Some aspects of COI are easier and more effective in one LMS versus another.

• Show, don’t tell: Provide models, templates and training in COI applications for Faculty

• One size doesn’t fit all: Avoid “cookie cutter” approaches. A good design process is flexible and adaptable.

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Caroline’s Key Take Aways Glenn’s Key Take Aways

Thank You

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Glenn Hoyle, PhDProgram Development ManagerGlenn.hoyle@Deltak-Innovation.com

Caroline Conlon, MLIS, MSEdInstructional DesignerCaroline.Conlon@Deltak-Innovation.com

Additional Resources

• Lehman, R., & Conceicao, S. C. (2010). Creating a Sense of Presence to "be there" for distance: Learners. New York: Jossey Bass.

• Richardson, J., Arbaugh, J., Cleveland-Innes, M., Ice, P., Swan, K., & Garrison, D. (2012). Using the community of inquiry framework to inform effective instructional design. In L. Moller & J. Huett (Eds.), The next generation of distance education: Unconstrained learning (pp. 97-125). Springer.

• Xin, C. (2012). A Critique of the Community of Inquiry Framework. Journal Of Distance Education, 26(1), 1-13.

• Boston, W., Díaz, S. R., Gibson, A. M., Ice, P., Richardson, J., & Swan, K. (2010). An exploration of the relationship between indicators of the community of inquiry framework And retention in online programs. Journal Of Asynchronous Learning Networks, 14(1), 3-19.

• Barber, T. C. (2011). The Online Crit: The Community of Inquiry Meets Design Education. Journal Of Distance Education, 25(1), 1-16.

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Additional Resources

• Kumar, S., Dawson, K., Black, E. W., Cavanaugh, C., & Sessums, C. D. (2011). Applying the Community of Inquiry Framework to an Online Professional Practice Doctoral Program. International Review Of Research In Open & Distance Learning, 12(6), 126-142.

• Kennedy, n., & Kennedy, d. (2010). Between Chaos and Entropy: Community of Inquiry from a Systems Perspective. Complicity: An International Journal Of Complexity & Education, 7(2), 1-15.

• Zydney, J., deNoyelles, A., & Kyeong-Ju Seo, K. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 77-87.

• Annand, D. (2011). Social Presence within the Community of Inquiry Framework. International Review Of Research In Open & Distance Learning, 12(5), 40-56.

• Akyol, Z., & Garrison, D. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal Of Educational Technology, 42(2), 233-250.

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