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
Great work on the assignment, Terry- I can see you put a lot of effort into this. I particularly liked your practical examples of each strategy. I will be stealing the responsibility prompts for an upcoming task I am planning. In your context, what presence do you find most challenging to cultivate and what from this assignment do you find will be a practice you will take into your own context?
Thanks for the comments, Gill.
Teaching teens is tough, so cultivating social presence is always challenging. There is still quite a bit of stigma around looks and perceptions, so getting people to share and work together takes lots of time and patience, but so worth it in the end!
As for this particular assignment, the University of Calgary site had some great examples of fun, collaborative activities that I can use online but also modify to work face-to-face.
Working with teens is something I cannot wrap my head around- thank you for doing the work that not everyone can do, but is so necessary.
That is a great resource! I often struggle to get teams from varying cultures to work with one another. I try to find common-ground links that have nothing to do with assignments or the course to try and break the ice and build a social presence. When they start laughing together it becomes easier and as you said so worth it.
Thank you for your very informative infographic, Terry! I appreciate your inclusion of supplemental resources to further support educators in implementing the CoI model and collaborative learning activities. While your strategies are primarily intended for educators teaching grades 8-12, I wonder if and how some of these strategies could also be applied in higher education.