{"id":537,"date":"2022-09-11T15:11:10","date_gmt":"2022-09-11T22:11:10","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/?p=537"},"modified":"2022-09-11T15:11:10","modified_gmt":"2022-09-11T22:11:10","slug":"coi-strategies","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/coi-strategies\/","title":{"rendered":"CoI Strategies"},"content":{"rendered":"\n
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Vaughn et al. state that a Community of Inquiry (CoI) emerges from shared purpose, joint activity, and interaction and that effective teaching presence is required to establish social presence which will in turn support the necessary cognitive presence that leads to meaningful learning (2013).<\/p>\n\n\n\n

Informed by Vaughn et al. (2013), this infographic highlights some strategies from each CoI presence that a facilitator can apply to support a healthy CoI. <\/p>\n\n\n\n

I selected strategies for each presence that resonate with me and my work in a corporate learning environment. There are challenges and opportunities in corporate learning environments that relate to each of the CoI presences: <\/p>\n\n\n\n

Social Presence<\/strong>: In corporate learning environments, often learners will be known to each other professionally however, it is a new type of relationship as co-learners that needs to be cultivated. It is important that a safe community is established where learners see themselves apart from their job titles and roles and feel comfortable interacting in the community as learners, asking questions, contributing, and having open discussions with colleagues. To foster relationships and build community we can include introduction, mixer, collaborative, and low-stake activities. Through these activities, the goal is to reach a point where learners will feel comfortable showing up in the community as their whole, authentic selves. Co-creating a set of norms and expectations will be beneficial in creating a safe learning environment, including respect for the privacy of what is shared in group or class discussions. <\/p>\n\n\n\n

Cognitive Presence:<\/strong> In alignment with adult learning principles, we can establish relevance, acknowledge their previous experience, and provide a meaningful experience to keep learners motivated and engaged. To achieve this, a facilitator can model as a learner, engage as a co-learner, connect learners with content or others, and guide and challenge the learners in discussion. In doing so, we can facilitate discourse and reflection leading to deeper learning. <\/p>\n\n\n\n

Teaching Presence: <\/strong>An effective facilitator in a corporate learning environment will present content in an organized way that acknowledges and respects the learner’s time and clearly communicates how to navigate the learning. Learners will expect the facilitator to provide leadership and set boundaries to keep focus. A great facilitator will also take on the role, as described by Bull (2013), of cheerleader. As a cheerleader, the facilitator will be supportive and encouraging, keeping things positive and light. This will help sustain motivation and engagement in the community and support the development of the social and cognitive presences needed to establish an effective CoI. <\/p>\n\n\n\n

In addition to these strategies, a good facilitator will be attentive to the needs of the group and individuals and be flexible and adapt to those needs. Also, the nature of the content, timeline, and purpose of the learning initiative may require additional considerations and strategies. <\/p>\n\n\n\n

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

Bull, B. (2013). Eight Roles of an Effective Online Teacher. Faculty <\/em>Focus<\/em><\/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. Athabasca University Press<\/em>. Chapter 3: Facilitation (pp. 45-61).
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Vaughn et al. state that a Community of Inquiry (CoI) emerges from shared purpose, joint activity, and interaction and that effective teaching presence is required to establish social presence which will in turn support the necessary cognitive presence that leads… Continue Reading →<\/a><\/p>\n","protected":false},"author":212,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[],"class_list":["post-537","post","type-post","status-publish","format-standard","hentry","category-lrnt528"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/posts\/537","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/users\/212"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/comments?post=537"}],"version-history":[{"count":8,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/posts\/537\/revisions"}],"predecessor-version":[{"id":549,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/posts\/537\/revisions\/549"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/media?parent=537"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/categories?post=537"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0218\/wp-json\/wp\/v2\/tags?post=537"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}