Use this link to view the infographic in more detail–use a trackpad or mouse to zoom in or out.
When planning for grades 8-12 digital learning environments, using the Community of Inquiry (CoI) framework has many advantages, including fostering connections, encouraging collaborative learning, and respecting learner diversity (Dunlap & Lowenthal, 2018). Using CoI to frame instruction allows teachers to put the learner at the center, focusing on teaching presence rather than teacher presence (Vaughan et al., 2013). Equally blending teaching, social, and cognitive presences creates a healthy community of inquiry where learners work together to create meaning (Dunlap & Lowenthal, 2018).
To help educators use CoI in their instruction, I have included three strategies in each CoI area, starting with teaching presence. The strategies I have incorporated for this category focus on design and organization, direct instruction, and facilitating discourse; these areas of focus help structure the course and learning activities to promote inquiry (Lalonde, 2020). These categories also have students as a focal point and the educator as a facilitator rather than a teacher (Vaughan et al., 2013).
Next, I chose three strategies to help promote a vibrant and active social presence. Here I focused on providing opportunities for connection and collaboration, presence, and support. Vaughan, Cleveland-Innes, and Garrison (2013) point out that the facilitator in a CoI needs to encourage, model, and support connections within the group to ensure trust and active contributors. When facilitators allow for visual introductions, facilitate discussions regarding expectations, and provide ways to connect, these strategies can lead to meaningful discussions and involvement.
Lastly, the three strategies I chose for cognitive presence focus on activities to promote shared understanding and collaborative learning through reflection and discussions (Lalonde, 2020). Commenting on others’ posts, using Bloom’s Taxonomy to pose thought-provoking questions, and providing group work activities allow learners to build on each other’s ideas and co-create knowledge, leading to deeper and more complex learning (Vaughan et al., 2013).
Additionally, I have added two supplemental resources that provide further strategies on incorporating collaborative learning activities, as well as strategies to promote participation; these align with the CoI framework in that they acknowledge the importance of collaborative learning (social presence, cognitive presence,) and participation (social presence) (Lalonde, 2020).
The strategies I have provided in my CoI infographic are meant to assist grades 8-12 educators in facilitating digital learning spaces. By providing activities that promote social connection, collaboration and reflection, and encouraging and supporting learners, educators who use a CoI framework are promoting student engagement, success, and collaborative learning (Dunlap & Lowenthal, 2018).
References
Clint Lalonde. (2020, August 23). Facilitation in a Community of Inquiry [Video]. YouTube. https://www.youtube.com/watch?v=Nv1bUZv5PLs
Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79–89. https://doi.org/10.5944/openpraxis.10.1.721
Vaughan, N. D., Clevland-Innes, M., & Garrison, D. R. (2013). Facilitation. In Teaching in blended learning environments (pp. 45–61). Athabasca University Press. https://read.aupress.ca/read/teaching-in-blended-learning-environments/section/43261c4a-6d4c-44cf-8c7f-60bc306eb03a