Being concise is not my strong suit. During verbal conversations I often prefer to sit back and take it all in. I am the listener. I like to have time to hear and consider the different ideas and perspectives, and I need time to process and synthesize the information before forming my own opinion. I also need time to sort through the details and narrow down my point. If I don’t sit back and take this time, I tend to be the rambler as I process on the fly. I prefer writing. I find the process of writing allows me to think, rethink and reflect. This is why I have chosen a series of blog posts to reflect on my learning throughout OLTD 503. In order to present my final revised philosophy of online facilitation though I have chosen a mind map as the medium in an effort to be as concise as possible. The Community of Inquiry (COI) framework, which presents three elements that interact with one another to support and enhance learning: teaching presence, social presence and cognitive presence (Garrison, Anderson and Archer, 2000); fits well within my own philosophy of learning as a social constructivist process that becomes more meaningful and effective when approached from an inquiry-based perspective. This framework strongly influenced my learning throughout this course. I found that once I read about this model, each new concept that we discussed throughout the seminar weeks seemed to fit into at least one of the elements of the framework. I can see the many benefits of applying this model to my own practice when creating, revising and teaching online courses, so I chose to use this framework as the foundation for my philosophy of online facilitation. After investigating supporting online learners by promoting the development of self-regulation skills during Seminar 5, I realized that there was an additional element that also plays a role in the development of a community of inquiry, learner presence (Shea & Bidjerano, 2010). This addition of a learner presence element takes into consideration the “metacognitive, motivational, and behavioural traits and activities that are under the control of successful online learners” (Shea & Bidjerano, 2010, p.1723), all of which fall under the realm of self-regulation skills (Moore, 1990; Bradley, Browne & Kelley, 2017; Lehman, Conceição, & Conceio, 2013). Figure 1. Revised community of inquiry model including “learner presence”. (Shea & Bidjerano, 2010) Each week I have focused on what I believed to be the key messages and strategies for successful online facilitation that emerged from our readings, group conversations, debates and additional learning activities, and organized them within the four elements of this revised COI model. I anticipate that the branches of this mind map will continue to grow throughout the remainder of my OLTD journey, and I believe the final product will be an invaluable resource to have on hand, informing my pedagogy each time that I approach new online course development and teaching opportunities. Please download the PDF below to access the links shared in the mind map diagram, or visit Coggle to view the original diagram.
References: Bradley, R.L., Browne, B.L., & Kelley, H.M. (2017). Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518-530. Garrison, D.R., Anderson, T. & Archer, W. (2000). Critical Inquiry in a text-based environment: computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. Lehman, R. M., Conceição, S. C. O., & Conceio, S. C. O. (2013). Motivating and retaining online students: research-based strategies that work. Retrieved from https://ebookcentral.proquest.com Michael Moore (1990) Recent contributions to the theory of distance education, Open Learning: The Journal of Open, Distance and e-Learning, 5:3, 10-15, DOI: 10.1080/0268051900050303 Pacansky-Brock, M. Humanizing. Retrieved February 17, 2019 from https://brocansky.com/humanizing Schwier, R.A. (2009). Pursuing the elusive metaphor of community in virtual learning environments. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3072-3082). Chesapeake, VA: AACE. Shea, P. & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers and Education, 55, 1721-1731.
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