The goal of my applied research project proposal is to explore in what ways instructional design principles, theories and strategies might be used to support the presence of psychological safety for learning within online learning environments?
- What strategies within instructional design principles and theories might support psychological safety for learning within online learning environments?
- What might be the impacts to learning when using instructional design principles, theories and strategies to support psychological safety for learning within online learning environments?
- What ways might the effectiveness of learning be assessed when instructional design principles, theories and strategies are used to support psychological safety for learning within online learning environments?
There are three theoretical frameworks currently that I’ll be exploring to further discover and draw connections, evidence and promotions of psychological safety within online learning environments for learners.
The Community of Inquiry (CoI) model describes how learning takes place for a group of individual learners through the lens and experiences of three presences; social, cognitive and teaching.
Social Presence gives learners the ability to express their individual personalities in order to communicate with the learning community and develop inter-personal relationships (Vaughan et al., 2013).
Cognitive Presence enables learners to construct and confirm meaning through continual reflection and dialog (Vaughan et al., 2013).
Teaching Presence focuses on the design, facilitation, and direction of the social and cognitive processes to achieve the learning outcomes (Vaughan et al., 2013).
By providing opportunities for learners to engage in all three presences through the use of effective learning strategies it may enhance learner experiences by encouraging to provide perspectives and points of view, share personal meaning, collaborate with one another, be curious and question for deeper learning.
Appreciative Inquiry (AI) is an approach to organizational change which focuses on strengths rather than on weaknesses. Appreciative Inquiry asks people to explore strengths and successes that already exist, both internally and externally. Through effective instruction and design it supports learners to participate in dialogues and share stories about their past and present achievements, unexplored potentials, innovations, strengths, peak performance moments, lived values and traditions,
This positive approach through a 4D process; discovery, dream, design and destiny “leads to extraordinary performance by reinforcing relationships and culture, creating common vision and direction, promoting learning and innovation, and energizing collective action” (Cooperrider et al., 2008, chapter 2).
Framework for the Rational Analysis of Mobile Education (FRAME) model, a Mobile Learning Theory, describes mobile learning as a process resulting from the blend and necessary co-existence and co-dependency of mobile technologies, human learning capacities, and social interaction (Koole, M., 2009).
In the FRAME model, virtual learning experiences are viewed as existing within a context of information. As a whole and as individuals, learners consume, discern and create information. The interaction with information is mediated through technology.
The three areas of representation within the FRAME model are the device (D), learner (L), and social (S) aspects. “The device aspect (D) refers to the physical, technical, and functional characteristics of a mobile device. The learner aspect (L) takes into account an individual’s cognitive abilities, memory, prior knowledge, emotions, and possible motivations. The social aspect takes into account the processes of social interaction and cooperation” (Koole, M., 2009, p.27). These 3 elements intersect and have a natural dependency on each other in order to create successful learning.
Any suggestions or thoughts on these three theoretical frameworks or obvious ones felt are absent and should be considered are welcomed.
Thank you.
Dorothy
Cooperrider, D., Whitney, D., & Stavros, J. (2008). Appreciative inquiry handbook : For leaders of change (2nd ed.) [2nd ed.]. Brunswick, OH: Crown Custom Pub. (2008). Retrieved December 1, 2019, from https://royalroads.on.worldcat.org/oclc/309740842
Koole, M. L. (2009). Chapter 2: A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, (pp. 25–47). Edmonton, AB: AU Press.
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press. Chapter 3: Facilitation (pp. 45-61).