Unit 3 Reflection

In my initial post for my Digital Presence and Digital Identity Plan, I used narration to paint a picture of Teacher Presence (Garrison, 2000, p.87), and the role of teaching within a closed group (Dron & Anderson, 2014). After reading several works and gaining a better understanding for the definitions, concepts and competencies found within digital learning environments, I will return to modify my plan to include specific language. For example, I will include the Community of Inquiry model (CoI), and extend this to include the “three elements deemed essential to successful educational transactions: cognitive presence, teaching presence, and social presence” (Dron & Anderson, p.110). Further to this, I intend on developing considerations around collaboration, specifically how it relates to learning, where “[c]ollaboration is seen as an essential aspect of cognitive development since cognition cannot be separated from the social context” (Garrison, 2000, p.92). If the end result is that digital learning environments create critical thinkers who develop knowledge acquisition, through social interactions, that take place in and across multiple nets and sets, then I’m all in!

 

References:

Dron, J., & Anderson, T. (2104). Teaching Crowds. Athabasca University Press.
https://www.aupress.ca/books/120235-teaching-crowds/


Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Computer conferencing in higher education.
The Internet and Higher Education, 2(2–3), 87–105. https://ezproxy.royalroads.ca/login?url=http://www.sciencedirect.com/science/article/pii/S1096751600000166

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