{"id":497,"date":"2021-05-31T07:34:41","date_gmt":"2021-05-31T14:34:41","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/?p=497"},"modified":"2021-05-31T08:43:15","modified_gmt":"2021-05-31T15:43:15","slug":"community-of-inquiry-reflection","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/community-of-inquiry-reflection\/","title":{"rendered":"Community of Inquiry Reflection"},"content":{"rendered":"

Photo by eberhard <\/a>on Unsplash<\/a><\/p>\n

Reflecting on the last nine weeks in Inquiry into Contemporary Issues in Learning Technologies<\/strong>, I have gained more profound knowledge of Community of Inquiry (CoI) as well as Virtual Reality (VR), Video-Based Learning (VBL), and HTML5 Package (H5P), presented by my cohort. Additionally, as I wrap up the research on the CoI model, analysis through the lens of critical information literacy for the final paper, I can’t help but feel inspired to implement it into my instructional design and teaching practice.<\/p>\n

Specifically, the CoI model, if successfully integrated and facilitated with the interplay of teaching, social, and cognitive presence can result in higher-order learning with purposeful and critical discourse (Vaughan et al., 2013).<\/p>\n

Teaching presence<\/strong> enriches discussions through effective questioning techniques, appropriate learning activities, and expectations with well-constructed learning environments. Furthermore, it supports the social and cognitive presence (Anderson, 2018).<\/p>\n

Social presence<\/strong> is then defined as “the ability of participants in a community of inquiry to project their personal characteristics into the community thereby presenting themselves to others as real people” (Garrison et al., 2000, p. 89). It is where participants identify with the community, build, and foster a safe and trusting learning environment. Additionally, it is a space to share perspectives, stories, and experiences resulting in a more significant group cohesion (Vaughan et al., 2013).<\/p>\n

Cognitive presence<\/strong> is identified as a vital element in critical thinking and defined as “the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication” (Garrison et al., 2000, p.12). Strategies such as modelling, encouraging divergent thinking, reflective, critical questioning, encouraging dialogue around the possibilities of more than one solution will deepen and enrich learning (Vaughan et al., 2013).<\/p>\n

A question for my cohort, what topics (CoI, VR, VBL, and H5P) stood out the most for you and what will you be implementing into your teaching practice?<\/p>\n

\n

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

Anderson, T. (2018). How Communities of Inquiry Drive Teaching and Learning in the Digital Age | Contact North<\/em>. https:\/\/teachonline.ca\/fr\/node\/92055<\/p>\n

Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education<\/em>, 2<\/em>(2), 87\u2013105. https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6<\/p>\n

Vaughan, N., Cleveland-Innes, M., & Garrison, R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry<\/em>. Athabasca University Press. https:\/\/ebookcentral-proquest-com.ezproxy.royalroads.ca\/lib\/royalroads-ebooks\/detail.action?docID=4837975.<\/p>\n","protected":false},"excerpt":{"rendered":"

Photo by eberhard on Unsplash Reflecting on the last nine weeks in Inquiry into Contemporary Issues in Learning Technologies, I have gained more profound knowledge of Community of Inquiry (CoI) as well as Virtual Reality (VR), Video-Based Learning (VBL), and HTML5 Package (H5P), presented by my cohort. Additionally, as I wrap up the research on […]<\/p>\n","protected":false},"author":177,"featured_media":498,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-497","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt526"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/posts\/497","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/users\/177"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/comments?post=497"}],"version-history":[{"count":4,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/posts\/497\/revisions"}],"predecessor-version":[{"id":503,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/posts\/497\/revisions\/503"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/media\/498"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/media?parent=497"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/categories?post=497"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/wp-json\/wp\/v2\/tags?post=497"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}