Community of Inquiry – Tools for Indigenous Learning Circles Infographic
An effective Community of Inquiry is created through facilitation; as Vaughn et al point out; “Of all aspects of the Community of Inquiry framework, the activities of facilitation are the most critical; facilitation manages the overlap between all three presences and is at the core of the dynamics of a community of inquiry”(Vaughn et al, 2013). The three presences that Vaughn et al refers to are; Teaching Presence, Social Presence, and Cognitive Presence (Vaughn et al, 2013). This infographic suggests ways in which all three presences may be achieved. What is important to note is that these presences may be built not only by the Instructor, but that these learning environment factors are the shared responsibility of all facilitators within the classroom – virtual or not – and that the facilitator may not be solely the class Instructor, but may also involve students/participants themselves.
Working as a community is foundational to Indigenous Peoples. Learning within Indigenous Communities may also take on the form of community-mindedness, and very effective Learning Communities may be created within the community. Creating an effective Learning Environment where Communities of Inquiry may flourish within the greater community is an effective use of community within Adult Education.
Bringing these pre-existing qualities of community that are borne from the Indigenous Community at large into the Learning Community builds out the strength of Indigenous Learning Communities, and in turn Communities of Inquiry that exist within these Indigenous Learning Circles. Building on the strengths of Indigenous Communities also creates a familiarity for the participants (including the Facilitator) and builds Social Presence, which can lead to moving the Community closer to deeper learning, passing through “social presence to cognitive presence and into deep and meaningful learning” (Vaughn et al, 2013).
I have brought in Indigenous Educational sources and paradigms. Ceremonies are bedrocks for Indigenous Peoples, and create familiarity for Indigenous students and provides grounding to Mother Earth and the Spiritual realm. I included Blanket ceremonies and Smudging Ceremonies as examples of ceremony that would help build community and shows respect and honors Indigenous Ways-of-Knowing. The Instructional Designer needs to make appropriate choices in terms of witnessing these Indigenous values.
References
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press. Retrieved from https://www.aupress.ca/books/120229-teaching-in-blended-learning-environments/
September 14, 2020 at 7:47 pm
Hi Earl,
I thoroughly enjoyed viewing your infograph and thought it pertinent how you pointed out how community is already central and integral to Indignous people. In terms of online or remote facilitation, do you think it’s possible to honor these ceremonial practices as authentically? Have you had experience testing out some methods?
In my program area, it was recently suggested that our program be ‘decolonized’, though we’ve been given no guidance on how to do so. I’ve made some samll changes to scenarios and language in the content to be more inclusive, though I’m accutley aware that we’re falling short. As I look to your infographic, I’m inspired at how I could address these CoI presences into our program, while honoring Indignous Ways-of-Knowing. However, it would be helpful if were identified which elements of these cermeonies were the most critcal to preserve in terms of authenticity when transitioning to remote delivery.
I guess, what I’m really trying to say is, how does one conduct a smudge ceremony or a daily opening circle cermeony remotley, while still acknowledging the nature of online learning?
September 16, 2020 at 5:26 pm
I enjoyed reviewing your thoughtful perspectives and infographic, Earl. Your emphasis on how all people within a learning space share responsibility stood out for me, as it was a reminder of how too often, learners are not seen as knowledge holders, but rather persons to have knowledge imparted on. The focus on community-mindedness and ceremony were also an important reminder of the necessity to create learning spaces where diverse learners can see themselves reflected, in the pedagogy, content, facilitation style and peers. Within a Canadian context, too often diverse perspectives and ways of knowing are excluded from a learning space, often centering western/eurocentric perspectives. Your infographic is a reminder of how facilitation, when community-centered, can be of a great benefit to a learning community. – Sanjay