Infographic created using Power Point and Canva by Rodriguez, 2022 .
For this assignment, we were tasked to create an infographic around the Community of Inquiry (CoI) model along with some strategies to build effective online learning environments in our professional contexts.
After reflecting on my professional experience, I chose a conveyor belt to use as part of my infographic. While I anticipate the spark of a little bit of controversy about this choice, I hope that by sharing a little bit about my context I can help mitigate some of the negative connotations around conveyor belts and education.
As most of you know, I work in the Automotive sector, a fast-paced industry where I provide technical support to a group of businesses in BC (4 car dealerships, a Bodyshop, a Bicycle shop, and a Powersports store). I also make decisions about technological changes and implementations as required by the manufacturers and tackle all the day-to-day support requests. With endless requests from multiple locations, I try to deliver prompt support and implementations in a fast, efficient, and structured manner, thus my connection with the conveyor belt.
Creating Cognitive presence
I strive to always create a positive work atmosphere. While I take care of the technical aspect of things, one strategy to create cognitive presence is to listen actively to our staff members. I consider their input very valuable, at the end of the day, they know better than anyone how to run their department. I am always open to implementing new ideas and I am always happy to accommodate them in order to achieve the expected outcome(s).
Creating Teaching Presence
To establish a teaching presence, when implementing new technologies, the expected outcomes are discussed and staff members are encouraged to participate in the process(es). While I take care of the technical aspect of things, each department is responsible to learn the new processes and utilize proper hardware and software for their daily operation. There has to be a commitment to learning and not debating. I encourage staff members to embrace technology and its benefits even if in the beginning is a little bit challenging, in the long run, it is worth it. In many cases, this embracing is not even optional, it is mandated by our OEM manufacturers.
Creating Social Presence
Having a positive work environment also promotes positive interactions amongst peers. and knowing that ‘the door is always open’ for further communications that could help improve processes within the company is essential. “Facilitating social interaction fosters engagement and a sense of trust, safety, and familiarity such that social presence may emerge” (Vaughan et al., 2013). By allowing everyone the opportunity to speak their mind, share their thoughts, and make suggestions about important changes in the organization we aim to build a community of trust where everyone feels safe and included in the decision-making process.
As facilitators, we can be the conveyor belts, durable and reliable machines whose mission is to move supplies, materials, and any other components in a very efficient way and facilitate the delivery of all these supplies. Conveyor belts also require maintenance and servicing to operate properly. By staying up to date with the new technologies and being lifelong learners, we, as facilitators can ensure the delivery of a positive and engaging educational experience to our learners.
References
Bull, B. (2013). Eight roles of an effective online teacher. Faculty Focus. https://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Chapter 3: Facilitation. In Teaching in blended learning environments: Creating and sustaining communities of inquiry (pp. 45-61). Athabasca University Press. https://read.aupress.ca/read/teaching-in-blended-learning-environments/section/43261c4a-6d4c-44cf-8c7f-60bc306eb03a
Hi Luis, I really appreciated your analogy of how facilitators are the conveyors belts, moving the experience along and looking in a forward direction in terms of delivering and staying up to date. I think that learning experiences can sometimes feel like a conveyor belt turned on and different parts of the course design are always dynamic. When I imagine a conveyor belt system and factory process, I visualize not only the parts being shipped along the conveyor belt, but also workers (human and robotic) who add work and value to the parts along the way. I wonder what you could include as the additional value and external work that can be applied to your conveyor belt system if you added some robotic arms and worker staff to your diagram. Perhaps factors like learner feedback and organizational values?
Hi Jolee, thank you for reading my post and for your comments. I really liked when you said “workers (human and robotic) add work and value along the way”, a very clever addition to my conveyor belt graphic. I think that some external factors that I failed to include could be department goals and objectives, different levels of digital literacy of our staff, and technological factors that are mandated by our manufacturer (General Motors in our case) to name a few.
Thank you!
Hi Luis. Thank you for sharing your example of COI in your own context. I think I have been so bogged down in my own work for many years, it’s refreshing to see another example given. Your application is no different than what I try and achieve with my students and colleagues.
Hi Ash, thank you for reading my post and commenting. I am also so bogged down in my work and trapped in the technical aspect of things that I find it interesting to read different views and applications of these learning strategies in other work environments and roles. I look forward to continuing to learn with and from you in this course. Thank you.