I chose a fishbone diagram deliberately. I work in the nuclear industry and the fishbone diagram is one root cause analysis (RCA) technique used in industries like nuclear that are required to investigate incidents and improve processes.
From the tail on the left, a fishbone diagram has the observed elements or causes that feed into an event or process. In my infographic, the tail section contains various strategies available for each of the three presences (Teaching, Social, and Cognitive) outlined in the Community of Inquiry framework (Lalonde, 2020, 2:20). The fish head on the right is the result. For an investigation, for example, it would be the observed event. For my infographic, it is the created learning event, considering the strategies for each presence.
I facilitate learning for professionals in the nuclear industry who need to learn and apply regulatory requirements. The next learning event I will be facilitating will be at an international conference in Vancouver in November 2022 where we will be discussing radiation safety training with a group of senior trainers in the industry. I plan to use this information to help prepare that event.
For this infographic assignment, keeping my context in mind, I chose the following strategies for each presence:
- Teaching
- Vaughan et al (2013) discussed the need to make sure there is a place for the community when developing learning.
- Boettcher’s (n.d.) best practices included creating “a supportive online course community” (Boettcher, 2013, heading 2). To me, this said vulnerability by the facilitator first.
- Vaughan et al (2013) talked about providing participants with choices early on. The facilitator needs to have these ready beforehand.
- Social
- For the group to develop its glue, humor can be used (Garrison et al, 2000).
- Self-disclosure by learners after the prepared disclosure noted in #1 above by the facilitator can be useful (Garrison et al, 2000).
- Recognition (Garrison et al., 2000) is important for learners to receive to continue to participate and make meaning of their learning.
- Cognitive
- Learners need time to be together and discuss as described by Boettcher (n.d.).
- Learners need time to reflect (Boettcher, n.d.) in small groups.
- Learners need a Mirror that the facilitator can be (Bull, 2013).
References:
Boettcher, J. (n.d.). Ten Best Practices for Teaching Online – Designing for Learning. http://designingforlearning.info/writing/ten-best-practices-for-teaching-online/
Bull, B. (2013, June 3). Eight Roles of an Effective Online Teacher. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/eight-roles-of-an-effective-online-teacher/
Lalonde, C. (2020, August 22). Facilitation in a Community of Inquiry. https://www.youtube.com/watch?v=Nv1bUZv5PLs
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press.
Wow, Corie!
This is visually beautiful but also clever. I was struck by your piece on vulnerability. I think this is especially crucial in these unprecedented times. Many of the participants in my DLE’s would prefer face-to-face sessions. I think that in my online communities the vulnerability is sometimes palpable. What are some ways that you try to create community at the beginning of a facilitation session? How large are your sessions?
Please make time for me in November when you are in Vancouver~
Sam
Hey Sam, thank you for your comments! The community aspect for me right now is a bit different. The DLE’s I’m involved with right now are with work colleagues, rather than “off the street” learners in trades training like I used to do. There’s already some level of community there, but a particular DLE is sometimes for a different purpose for that one event. What I try to do is (in small groups) ask about something quasi-related to work to break the ice as people are entering the space. Others usually jump into the conversation and it creates a bit of tangential connection.
Hi Corie,
Your infographic is awesome! I have never used the fishbone diagram before and I love it. My mind is on fire thinking of how to use the fishbone diagram to explore the relationship between plot, characters, and conflict in determining the theme and message of fictional texts. I always tell my students that authors write to make sense of the world. I think my middle schoolers would like how logical and concrete this is!
I appreciate your point that “learners need a mirror that the facilitator can be”. When I reflect on some of my lower moments as a MALAT student, the facilitators who engaged with me on a personal level and coached me through the challenges are the people that I learned the most from. As always, I am mindful of the human nature of learning and the power of facilitating learning through a human-centred lens.
Thanks for your post,
Amber
I agree Amber! It’s when there’s a personal connection that we feel more at ease, and therefore open to learning I think. It’s like the personal side is a sort of marinade that softens us up!
Hi Corie,
I like that you used a visual that is applicable in your industry and your own context to represent your community of inquiry. I used the fishbone diagram many times in change management and process improvement so I can relate to it. I appreciated that you are using a root cause analysis approach in each of your strategies as the basis of your community of inquiry. Is this something that you could implement in your training sessions? Is a community of inquiry would be understood and accepted in your field to encourage learning and collaboration? Great post!