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).<\/p>\n
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’.<\/p>\n
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.<\/p>\n
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’.<\/p>\n
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References<\/strong><\/p>\n Dron, J., & Anderson, T. (2014). Teaching Crowds<\/i><\/a>. Athabasca University Press.<\/p>\n Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Computer conferencing in higher education<\/a>. The Internet and Higher Education<\/i>, 2<\/i>(2\u20133), 87\u2013105.<\/p>\n Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Management<\/em>,\u00a02<\/em>(4), 419-27.<\/p>\n Garrison, D. R., & Anderson, T. (2003).\u00a0E-learning in the 21st century: A framework for research and practice<\/em>. London: RoutledgeFalmer.<\/p>\n","protected":false},"excerpt":{"rendered":" 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… Continue reading Groups, Networks, Sets, Collectives, and Everything in Between<\/span>