{"id":341,"date":"2021-09-12T08:08:46","date_gmt":"2021-09-12T15:08:46","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/?p=341"},"modified":"2021-09-12T08:09:12","modified_gmt":"2021-09-12T15:09:12","slug":"assignment-1-create-and-share-an-infographic-strategies-for-3-presences-of-coi","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/assignment-1-create-and-share-an-infographic-strategies-for-3-presences-of-coi\/","title":{"rendered":"Assignment 1 | Create and share an infographic – Strategies for 3 Presences of COI"},"content":{"rendered":"

 <\/p>\n

\"\"<\/p>\n

For teaching presence\uff1a<\/strong><\/span><\/p>\n

Strategy 1\uff1aBe present at the course site<\/span><\/p>\n

Maintain frequency of presence via a variety of tools, whether these be virtual classrooms, emails, or texting, responding to learners\u2019 questions in a real time manner (Boettcher, 2011).<\/span><\/p>\n

Strategy 2\uff1aReach out to students prior the course<\/span><\/p>\n

Plan instruction and guide for students long before the course starts, devoting more time to guiding the students instead of preparing lessons. It helps students better prepare for the future learning (Eight Roles of an Effective Online Teacher<\/em>, n.d.).<\/span><\/p>\n

Strategy 3\uff1aAsk for feedbacks over the course<\/span><\/p>\n

Response timely to students\u2019 feedbacks and make adjustment when needed over the course – to treat the course in an agile model of course design, like a jazz combo (Bates, 2015) .<\/span><\/p>\n

For Social presence\uff1a<\/strong><\/span><\/p>\n

Strategy 1\uff1aEncourage purposeful engagement<\/span><\/p>\n

Encourage interaction, and relationships between members of the group is practical measures to maintain purposeful engagement in terms so social presence, practices regard this include setting the tone of openness, fairness, safety, and debate (Garrison et al., 2017).<\/span><\/p>\n

Strategy 2\uff1aEstablish diversified connection with students<\/span><\/p>\n

Translate all communication ideas in the face-to-face setting to the digital environment, for example by sharing personal experiences, leaving feedbacks, synchronous conversation (SIP 10.10 Establish a Strong Social Presence Online \u2013 The Well<\/em>, n.d.).<\/span><\/p>\n

Strategy 3\uff1aTake advantage of the online discussion board.<\/span><\/p>\n

Use online discussion board to establish conversation is a useful way for establishing social presence for all learners. Activities regarding this include asking questions, posting threads relative to courses, group discussion.<\/span><\/p>\n

For cognitive presence\uff1a<\/strong><\/span><\/p>\n

Strategy 1\uff1aGive support for students\u2019 understanding<\/span><\/p>\n

Use discussions to encourage students discourse with questions so as to avoid any misunderstanding; Give directions and instructions to assist learners in moving beyond misconceptions; Provide indications of the connection of new knowledge with prior learning experience or knowledge, thus helping students understanding of new knowledge.<\/span><\/p>\n

Strategy 2: Initiate practical application of knowledge<\/span><\/p>\n

Use case study to help students understand the application of theoretical knowledge in addressing real-world problems.<\/span><\/p>\n

Strategy 3\uff1aEncourage reflection<\/span><\/p>\n

Design clear rubrics for learners\u2019 reflection and assessment.<\/span><\/p>\n

Organize peer-review activities to encourage students to exchange their understanding and reflection, based on precise rubrics for assessment.<\/span><\/p>\n

Use discussions to encourage learners to share their own experience in applying what they have learned in real work contexts or their learning goals for the future.<\/span><\/p>\n

These strategies are based on the \u2018three Rs\u2019 of student engagement presented by\u00a0 Littky and Grabelle, (2004).<\/span><\/p>\n

    \n
  1. Relevance \u2013 prompting student curiosity and making connections to previous learning and knowledge.<\/span><\/li>\n
  2. Rigour \u2013 asking students to solve problems that are meaningful to them personally.<\/span><\/li>\n
  3. Relationships \u2013 designing a learning environment where students can work collaboratively.<\/span><\/li>\n<\/ol>\n

    References<\/strong><\/span><\/p>\n

    Bates, T. (2015). Chapter 4.7 \u2018Agile\u2019 Design: flexible designs for learning. In Teaching in the digital age<\/em>.<\/span><\/p>\n

    Boettcher, J. V. (2011). Ten Best Practices for Teaching Online Quick Guide for New Online Faculty. Designing for Learning<\/em>.<\/span><\/p>\n

    Eight Roles of an Effective Online Teacher<\/em>. (n.d.). Retrieved September 12, 2021, from https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/<\/span><\/p>\n

    Garrison, D. R., Cleveland-Innes, M., & Vaughan, N. D. (2017). Teaching in Blended learning environments – Creating and Sustaining Communities of Inquiry. In E-Learning in the 21st Century: A Framework for Research and Practice, Second Edition<\/em>.<\/span><\/p>\n

    Littky, D., & Grabelle, S. 1970-T. A.-T. T.-. (2004). The big picture\u202f: education is everyone\u2019s business LK\u00a0 – https:\/\/royalroads.on.worldcat.org\/oclc\/57225159<\/em> (NV-1 o). Association for Supervision and Curriculum Development. http:\/\/site.ebrary.com\/id\/10070403<\/span><\/p>\n

    SIP 10.10 Establish a Strong Social Presence Online \u2013 The Well<\/em>. (n.d.). Retrieved September 12, 2021, from https:\/\/sites.msudenver.edu\/sips\/sip-10-10-establish-a-strong-social-presence-online\/<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

      For teaching presence\uff1a Strategy 1\uff1aBe present at the course site Maintain frequency of presence via a variety of tools, whether these be virtual classrooms, emails, or texting, responding to learners\u2019 questions in a real time manner (Boettcher, 2011). Strategy 2\uff1aReach out to students prior the course Plan instruction and guide for students long before … Continue reading Assignment 1 | Create and share an infographic – Strategies for 3 Presences of COI<\/span><\/a><\/p>\n","protected":false},"author":173,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[],"class_list":["post-341","post","type-post","status-publish","format-standard","hentry","category-lrnt528"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/posts\/341","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/users\/173"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/comments?post=341"}],"version-history":[{"count":2,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/posts\/341\/revisions"}],"predecessor-version":[{"id":344,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/posts\/341\/revisions\/344"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/media?parent=341"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/categories?post=341"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0156\/wp-json\/wp\/v2\/tags?post=341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}