In my role as a learning consultant, I am responsible for designing and delivering onboarding training to contact centre teams. While learning about the Community of Inquiry (CoI) model, I realized that many of my current practices align with supporting teaching, cognitive, and social presence.<\/p>\n\n\n\n
I\u2019ve found that the beginning of a training session really sets the tone for the entire teaching presence. I make sure to start facilitation by introducing hosts, facilitators, and team leads. I also go over the agenda and learning objectives, setting the climate from the start. Additionally, I share a resource hub for learners with presentation slides, workbooks, and handouts. This aligns with Boettcher\u2019s (2006-2022) strategies in terms of setting clear roles and expectations. During training, while presenting complex technical processes, I provide step-by-step demos to show workflows and decision points. Another strategy I apply is structured feedback. After periodic knowledge checks, I use a feedback form to highlight strengths and suggest specific improvements, always linking back to resources for support. This approach reflects Dunlap and Lowenthal\u2019s (2018) suggestions on giving actionable guidance.<\/p>\n\n\n\n
From a cognitive presence perspective, I often use a blended learning model so learners can build understanding in layers. During live training sessions, we focus on connecting ideas to real work through discussion and hands-on tasks. To instil procedural concepts, I curate real-world scenarios that learners can practice in a sandbox environment to regulate learning. This often leads to \u201caha\u201d moments as learners apply the knowledge and explain decisions in group discussions. I also provide a learner workbook so participants can revisit key concepts and note reflections that will help them apply what they\u2019ve learned. These strategies support the CoI progression from exploration to integration and resolution (Vaughan et al., 2013).<\/p>\n\n\n\n
Finally, a large component of training involves building connections through social presence. I include icebreakers at the start of live sessions and before group activities to help learners get comfortable. During group work, I encourage rotating speaker roles which empowers quieter voices and supports discourse (Dunlap & Lowenthal, 2018). Between live sessions, I stay active in the Teams channel where learners can ask questions, celebrate wins, and find key resources. This ongoing connection helps keep the learning community active outside of training sessions, which Lalonde (2020) emphasizes as essential. Altogether, these strategies help learners not only undergo learning, but also experience the Community of Inquiry in action.<\/p>\n\n\n\n
References<\/p>\n\n\n\n
Boettcher, V. (2006-2022). Ten best practices for teaching online<\/em>. Designing for Learning. http:\/\/designingforlearning.info\/writing\/ten-best-practices-for-teaching-online<\/p>\n\n\n\n Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators\u2019 recommendations for teaching online: Crowdsourcing in action. Open Praxis<\/em>, 10<\/em>(1), 79. https:\/\/doi.org\/10.5944\/openpraxis.10.1.721<\/p>\n\n\n\n Lalonde, C. (2020, August 23). Facilitation in a community of inquiry<\/em> [Video]. YouTube. https:\/\/www.youtube.com\/watch?v=Nv1bUZv5PLs<\/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>. https:\/\/www.aupress.ca\/app\/uploads\/120229_99Z_Vaughan_et_al_2013-Teaching_in_Blended_Learning_Environments.pdf<\/p>\n\n\n\n Photos licensed through Genially.<\/em><\/p>\n\n\n\n
\n\n\n\nThe infographic below is interactive. If the embedded widget does not load please access it here: https:\/\/view.genially.com\/68c4f8ed8d26d441c0288bf8\/interactive-content-community-of-inquiry-coi <\/a><\/h6>\n\n\n\n