![]() ![]() If you use OERs, source materials that are accurate, relevant and free to use. Supplement your own materials with Open Educational Resources (OERs): freely accessible, openly-licensed text, media and other digital assets that are useful for teaching, learning and assessment. Structure your content into clear sections and digestible chunks so students can easily access and follow it. ![]() instructor-led content (PowerPoint supported with audio/video).videos (either self-made or on YouTube).links to external content (journals, websites).Provide a variety of media and activities to stimulate students and ensure they are actively engaged. Use a combination of: Once you have decided on a structure, create your course content. 3: Examples of a simple menu, where content is grouped by week, and a themed menu, where content is grouped by theme and subject You can start to do this by editing the course menu, as shown in Fig. To make your course content meaningful and engaging to students, and to help students interact with it, structure it so you provide a clear route of progression for students to follow. 2: The relationship between interaction and presence in an online learning environment (adapted from Swan, 2004) The following section shows how these tools and activities and learning design can promote each kind of interaction: Student-content, student-student and student-teacher.įig. Though the CoI was originally designed for asynchronous, text-based online learning environments, it can be applied to blended asynchronous and synchronous environments that incorporate a variety of tools and activities. Karen Swan (2004) has mapped each element of the CoI framework to a different form of online interaction, as shown in Fig. ![]() 1: supporting discourse, selecting content and setting climate. These elements combine to shape three core aspects of the educational experience, as shown in Fig. It includes instructional management, such as defining and initiating discussion topics building understanding and direct instruction, such as focusing students’ attention. Teaching presence is ‘The design, facilitation, and direction of cognitive and social processes’ to achieve learning outcomes (Garrison, Anderson and Archer, 2000: 89-90), and can be the responsibility of students as well as instructors. It can be seen in students’ emotional expression, open communication and group cohesion. course of study), communicate purposefully in a trusting environment, and develop interpersonal relationships by way of projecting their individual personalities’ (Garrison, Anderson and Archer, 2000: 89). Social presence is ‘the ability of participants to identify with the community (e.g. It manifests itself in online courses in students’ ‘sense of puzzlement’ at a ‘triggering event’ in ‘information exchange’ as students explore content and in students connecting and applying ideas as they work through the processes of ‘integration’ and ‘resolution’ (Garrison, Anderson and Archer, 2000: 89). 1: The Community of Inquiry framework (adapted from Garrison, Anderson and Archer, 2000)Ĭognitive presence is ‘the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse’ (Garrison, Anderson and Archer, 2000: 89). The Community of Inquiry (CoI) framework (Garrison, Anderson and Archer, 2000) identifies three elements as critical to an online educational experience: cognitive presence, social presence and teaching presence.įig. ![]()
0 Comments
Leave a Reply. |