Unit 3 exposed us to concepts regarding learning with others. Group-based learning is not only more economical (versus one-to-one interactions), but creates a ‘safe and supportive environment’ for learning to occur (Dron & Anderson, 2014).
The Community of Inquiry model has been brought up many times and I can see why the social, cognitive, and teaching presence are so important to a learning environment. We are all used to teaching presences providing structure and guidance through a course. Learners need to be cognitively present to facilitate actual learning instead of just physically being present. Finally, the social aspect is something I had not thought about a lot before this course, but I now see why it’s important to a more rounded learning experience. As noted by Garrison, Anderson, and Archer (2000), ‘cognitive presence… is more easily sustained when a significant degree of social presence has been established’.
I hope to be more socially present in my networks and groups, which will challenge my introvertedness ways. In Tuckman and Jensen’s five-stage model for group development (1977), one stage is called storming. It’s the stage of discourse and respectful disagreements. I know that for myself, I don’t particularly partake in this stage, even if it might be beneficial to the group. Garrison and Anderson (2003) coin the term “pathological politeness” for this type of behaviour which I guess describes my desire not to step on anyone’s shoes.
Working in networks and groups are more challenging online due to a lack of social cues, but we shouldn’t shy from discourse if it’s constructive and everyone understands it’s for the good of creation. I hope I can be someone who can do a bit of ‘storming’ without seeming aggressive or ‘pathologically rude’.
References
Dron, J., & Anderson, T. (2014). Teaching Crowds. Athabasca University Press.
Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Management, 2(4), 419-27.
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: RoutledgeFalmer.
George,
You’re too funny! I loved the lost comment “I hope I can be someone who can do a bit of ‘storming’ without seeming aggressive or ‘pathologically rude’.”
It is very true, as noted by Garrison, Anderson, and Archer (2000), ‘cognitive presence… is more easily sustained when a significant degree of social presence has been established’.
I would think social media allows introverts to express themselves more clearly without seeming aggressive or pathologically rude. Introverts can communciate and connect with one another who normally don’t communicate with others. For example, you had mentioned that you are an introvert, but here you are writing in these blog posts, and you have shown being an artistic writer, replying to other posts to showing a gregarious and humorous side.
Introverts can also use social media to express themselves professionally and gain exposure. “With the thoughtful use of social media to share relevant information, introverts can gain a strong professional presence online,” Kahnweiler says. “These impressions count. Using social media as the platform to begin relationships is excellent for introverts who thrive in solitude.”
I look forward in reading more of your blog posts!
References
Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105
Acosta, S. (2012, October 13). The Benefits Of Being Introverted At Work. Retrieved May 21, 2017, from https://www.aol.com/article/2012/10/13/benefits-shy-introverts-at-work/20344279
Thanks Michael for the comments and insight. Definitely social media allows for introverts to be more vocal as the Internet provides an extra layer between themselves and others. This is especially the case when posts are made anonymously. Not so much for me here on my blog… Also thanks for the Kahnweiler quote. It gives introverts like myself hope :).
George thank you so much for bringing to the “open” (yes I know you will all tire of that word quickly 🙂 some of the challenges (and opportunities) faced by intro/extrovert in the online social space. Your post does a lovely job of using the literature and theories to support your “mulling about” of ideas and the additional links and examples you provide for those who read your blog are valuable resources.
I wondered as I read your thinking about the CoI model (Garrison, Anderson & Archer, 2000) whether you found the FOLC model (VanOostveen, DiGiuseppe, Blayone, Barber & Childs, 2016) and the way we have subsumed teacher presence and not set it separate (as it is in the CoI model) as being a useful mechanism for “not stepping on toes” in this digital space? You can find a “research shorts” orientation to the FOLC model here https://www.youtube.com/watch?v=yk1kVbMfbXE&index=2&list=PLq6A_b5nyw_BE01QP__fCN5xuOHzOrxtz&t=8s I would be interest in your thoughts when you have time.
Hi Elizabeth, thank you for your great feedback. The FOLC is indeed an interesting model as the teacher becomes part of the community of learners. In all the educational environments as far back as I can remember, the teacher has always been in a position of power and provided leadership (which is probably the case for most people as mentioned in vanOostveen et al.’s “New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model”). Therefore, the scenario of teachers ‘stepping on toes’ wouldn’t come to mind since it would just be interpreted as asserting their authority.
At this point I’m still wrapping my head around how best to provide leadership, but yet have that ‘democratized learning’ (vanOostveen et al., 2016) with each learner contributing to what best suits themselves in their learning environment, as per the FOLC model. Perhaps this is what Dave Cormier (2017) meant with the ‘ intentional messiness of online communities’. Though weeds that grow uncontrollably can be a problem. I certainly don’t envy educators in your position who have to walk that fine line of letting things grow organically, but not into a large mess :).
References
vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2016). New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 665-673). Association for the Advancement of Computing in Education (AACE).
Cormier, D. (2017, April). MALAT Virtual Symposium. In E. Childs (Chair), Intentional messiness of online communities. Symposium conducted at Royal Roads University, Online.