{"id":664,"date":"2022-09-11T15:40:31","date_gmt":"2022-09-11T21:40:31","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0208\/?p=664"},"modified":"2022-09-11T20:31:02","modified_gmt":"2022-09-12T02:31:02","slug":"lrnt-528-assignment-1-infographic","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0208\/lrnt-528-assignment-1-infographic\/","title":{"rendered":"LRNT 528: Assignment 1: Infographic"},"content":{"rendered":"\n
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Fishbone Diagram<\/figcaption><\/figure>\n\n\n\n

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.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

For this infographic assignment, keeping my context in mind, I chose the following strategies for each presence:<\/p>\n\n\n\n

  1. Teaching
    1. Vaughan et al (2013) discussed the need to make sure there is a place for the community when developing learning.<\/li>
    2. Boettcher\u2019s (n.d.) best practices included creating \u201ca supportive online course community\u201d (Boettcher, 2013, heading 2). To me, this said vulnerability by the facilitator first.<\/li>
    3. Vaughan et al (2013) talked about providing participants with choices early on. The facilitator needs to have these ready beforehand.<\/li><\/ol><\/li>
    4. Social
      1. For the group to develop its glue, humor can be used (Garrison et al, 2000).<\/li>
      2. Self-disclosure by learners after the prepared disclosure noted in #1 above by the facilitator can be useful (Garrison et al, 2000).<\/li>
      3. Recognition (Garrison et al., 2000) is important for learners to receive to continue to participate and make meaning of their learning.<\/li><\/ol><\/li>
      4. Cognitive
        1. Learners need time to be together and discuss as described by Boettcher (n.d.).<\/li>
        2. Learners need time to reflect (Boettcher, n.d.) in small groups.<\/li>
        3. Learners need a Mirror that the facilitator can be (Bull, 2013).<\/li><\/ol><\/li><\/ol>\n\n\n\n

          <\/p>\n\n\n\n

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

          Boettcher, J. (n.d.). Ten Best Practices for Teaching Online \u2013 Designing for Learning<\/em>. http:\/\/designingforlearning.info\/writing\/ten-best-practices-for-teaching-online\/<\/a> <\/p>\n\n\n\n

          Bull, B. (2013, June 3). Eight Roles of an Effective Online Teacher. Faculty Focus | Higher Ed Teaching & Learning<\/em>. https:\/\/www.facultyfocus.com\/articles\/online-education\/online-course-delivery-and-instruction\/eight-roles-of-an-effective-online-teacher\/<\/a> <\/p>\n\n\n\n

          Lalonde, C. (2020, August 22). Facilitation in a Community of Inquiry<\/em>. https:\/\/www.youtube.com\/watch?v=Nv1bUZv5PLs<\/a> <\/p>\n\n\n\n

          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<\/em>, 2<\/em>(2\u20133), 87\u2013105. https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6<\/a> <\/p>\n\n\n\n

          Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry<\/em>. AU Press.<\/p>\n","protected":false},"excerpt":{"rendered":"

          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 … <\/p>\n

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