COVID-19 changed how learning is facilitated at the City.\u00a0 Today, all learning is delivered online utilizing a Moodle platform.\u00a0 From a facilitator perspective, online learning is new, exciting, and full of opportunities to connect with learners in a more intimate way (DeBrock, Scagnoli & Taghaboni-Dutta, 2020) through discussion forums, chat features and collaborative learning opportunities. A Community of Inquiry Framework is integral to the success of online learning at the City as the facilitator leads the learning and enables the relationship between social, teaching and cognitive presence.<\/p>\n
Facilitators are required to lead discussions, coach employees, guide and advise and be the cheerleader telling students \u2018you got this\u2019 (Bull, 2013).\u00a0 This is completed utilizing a social constructivist approach, where learners interact online with peers, collaborate and complete group work in order to expand their knowledge on specific topics.\u00a0 Learning involves the facilitator incorporating social, teaching and cognitive presences to enhance students\u2019 opportunities to gain knowledge.\u00a0 The acquisition of knowledge in an online environment begins with creating a social presence.<\/p>\n
Social presence starts with the facilitator modelling how to introduce oneself and moves to chatting online and collaborative activities.\u00a0 Creating an introduction via video and sharing personal stories presents the facilitator and students as \u2018real people\u2019 with flaws and challenges (Garrison, Anderson & Archer, 2000). Once peers are perceived as real people, online chatting with each other via Slack and collaborative activities are easier to complete because there is a feeling of community and belonging. Students are comfortable with each other and the facilitator must ensure teaching presence supports learning outcomes.<\/p>\n
Teaching presence involves the creation of course content that is relevant to the students.\u00a0 Students want to learn new concepts that can be applied to their jobs.\u00a0 The facilitator must scaffold content, ensuring chunking of new information and reviewing previously learned concepts (Lynch, 2016). \u00a0As new concepts are taught, feedback should be provided to build confidence and confirm understanding.\u00a0 Teaching presence in a Moodle environment provides the dialogue and touch points that perhaps face to face learning does not offer to students and facilitators.<\/p>\n
Cognitive presence encompasses the interrelationship between social and teaching presence.\u00a0 In order to learn new skills or enhance existing skills, students enroll in learning events that are applicable to their position with the City. \u00a0Incorporating the Practical Inquiry Model (Garrison, Anderson & Archer, 2001) which promotes groups of students working together as a team, exploring information and researching concepts, reflecting through facilitated discourse and emerging with a solution builds confidence in their abilities. \u00a0\u00a0As students collaboratively work together, the facilitator continues to coach, lead, guide and advise to create an open, transparent and successful learning environment.<\/p>\n
The facilitator role encompasses social, teaching and cognitive presences and provides students opportunities for deep and meaningful learning.\u00a0 Students feel a sense of accomplishment when they are satisfied with the facilitator and their learning (Huang, Hurt, Richardson, Swan & Caskurlu, 2020). In addition, the three presences, facilitated correctly, create confident knowledgeable students who have the ability to apply new skills to their jobs.<\/p>\n
Link to video below:<\/p>\n
Community of Inquiry Framework<\/a><\/p>\n <\/p>\n References<\/p>\n Bull, B. (2013, June3).\u00a0 Eight Roles of an Affective Online Teacher [Blog post].\u00a0 Retrieved from Faculty Focus website:\u00a0 https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/<\/a><\/p>\n DeBrock, L., Scagnoli, N., & Taghaboni-Dutta, F., (2020). How to make learning more intimate and engaging for students (opinion). Inside Higher Ed., <\/em>Retrieved from: https:\/\/www.insidehighered.com\/advice\/2020\/03\/18\/how-make-online-learning-more-intimate-and-engaging-students-opinion#.X1F2jSefA6g.link<\/a><\/p>\n Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87\u2212105. http:\/\/dx.doi.org\/10.1016\/S1096-7516(00)00016-6<\/a><\/p>\n Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1), 7\u221223. https:\/\/www.researchgate.net\/publication\/251400380_Critical_Thinking_and_Computer_Conferencing_A_Model_and_Tool_to_Assess_Cognitive_Presence\/stats<\/a><\/p>\n Huang, W., Hurt, A., Richardson, J.D., Swan, K., & Caskurlu, S. (2020). Community of Inquiry Framework, Purdue Repository for Online Teaching and Learning. <\/em>https:\/\/www.purdue.edu\/innovativelearning\/supporting-instruction\/portal\/files\/4_Community_of_Inquiry_Framework.pdf<\/a><\/p>\n Huang, W., Hurt, A., Richardson, J.D., & Swan, K. (2018). Social Presence \u2013 Student Engagement, Purdue Repository for Online Teaching and Learning. <\/em>https:\/\/www.purdue.edu\/innovativelearning\/supporting-instruction\/portal\/files\/18_Social_Presence_Student_Engagement.pdf<\/a><\/p>\n Lynch, J. (2016) Teaching Presence<\/em> [White Paper]. Pearson Education Inc. https:\/\/www.pearsoned.com\/wp-content\/uploads\/INSTR6230_TeachingPresence_WP_f.pdf<\/a><\/p>\n Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers and Education<\/em>, 55<\/em>(4), 1721\u20131731. https:\/\/doi.org\/10.1016\/j.compedu.2010.07.017<\/a><\/p>\n Types of Presence, Cognitive and Social Presence, University of California, Davis Website<\/em>, https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/types-of-presence-cognitive-and-social-presence<\/a><\/p>\n Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. (pp. 45 \u2013 61) Athabasca University Press<\/em>. https:\/\/read.aupress.ca\/read\/teaching-in-blended-learning-environments\/section\/43261c4a-6d4c-44cf-8c7f-60bc306eb03a<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" COVID-19 changed how learning is facilitated at the City.\u00a0 Today, all learning is delivered online utilizing a Moodle platform.\u00a0 From a facilitator perspective, online learning is new, exciting, and full of opportunities to connect with learners in a more intimate… Continue Reading →<\/a><\/p>\n","protected":false},"author":131,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[],"class_list":["post-296","post","type-post","status-publish","format-standard","hentry","category-lrnt528"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/posts\/296","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/users\/131"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/comments?post=296"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/posts\/296\/revisions"}],"predecessor-version":[{"id":299,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/posts\/296\/revisions\/299"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/media?parent=296"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/categories?post=296"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0101\/wp-json\/wp\/v2\/tags?post=296"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}