2

Welcome

Glenn Hoyle, PhD

Program Development Manager

Caroline Conlon, MLIS, MSEd

Instructional Designer

Who is Deltak?

3

We partner with traditional colleges and universities to…

• Develop and support online programs

that deliver exceptional student

experiences

• Support the entire online student

lifecycle to ensure persistence through

to graduation

• Broaden institutional reach

• Generate profitable revenue growthMarket

Research & Analysis

Operations & Project

Management

Marketing & Recruitment

Enrollment & Retention

Academic Services

Production Team

Master Course Model

Deltak Quality Standards

Templates

Faculty Development and

Resources

Online Instructional Standards

Student Surveys and Comments

Faculty Comments

Learning Analytics

Outcomes

Building Quality Courses

Design

Produce

Teach

Evaluate

4

Community of Inquiry

5

Course Design and Organization

Facilitating Discourse

Direct Instruction

Open Communication

Group Cohesion

Affective Expression

Triggering Event

Exploration

Integration

Resolution

COI Survey Instrument

• 9 social presence items (3 affective expression,

3 open communication, 3 group cohesion)

• 12 cognitive presence items (3 triggering, 3

exploration, 3 integration, 3 resolution)

• 13 teaching presence items (4 design &

facilitation, 6 facilitation of discourse, 3 direct

instruction)

Social Presence

7

Social presence describes the extent to

which students feel connected to a real

community of peers who share their goals

and interests.

Note: Affective Expression, Open Communication, & Group Cohesion

Social Presence Strategies

8

Introductory, short content related videos (AE)

Peer interaction opportunities (AE)

Synchronous communication opportunities (chat, web

conferencing, interactive whiteboards) (AE)

Incorporate social applications such as blogs, wikis,

YouTube, Flickr, etc., and allow students to search for and

add content (AE)

Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Social Presence Strategies

9

Make discussions a significant part of students’ grades

(mandating interaction with classmates) (OC)

Community and collaborative building activities (GC)

Group problem solving

Group projects

Group discussions

Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Social Presence in Engage (Moodle)

10

Integration with Mahara (Groups and Portfolios)

Personalize the Instructor

“Facebook” Chat

Profiles,Messaging

Recent ActivityConversational

Tone.

Social Presence in Canvas

11

Profile Settings

Based on WikiStudent can post

Announcements

Integration with 3rd Party Apps

Student Created Synchronous Collaboration

Social Presence in Blackboard

12

Blog Module

Twitter Feed Module

Custom Course Feed

Variety of Social Tools

Announcements

Social Presence “Top Five”

Caroline’s Top Five Glenn’s Top Five

13

5. Blogs, Wiki tools in

Blackboard

4. Group / Collaborative

Opportunities in Canvas

3. Third-Party Social Application

Integration in Canvas

2. Synchronous Communication

in Canvas

1. Video Capabilities in Canvas

5. Announcements in Blackboard

4. Blackboard Mobile App and

iPad App for Engage.

3. Mahara Groups

2. Messaging Features in Moodle

1. Course Wall in Moodle

Cognitive Presence

14

Cognitive presence describes the process

a group of learners go through as they

explore new ideas, reflect on how they

resonate or conflict with existing

understanding, and finally integrate the

new concepts into a more comprehensive

view of the topic.

Practical Inquiry Model

15

http://communitiesofinquiry.com/sites/communityofinquiry.com/files/practicalinquiry.pdf

1 4

32

Cognitive Presence Strategies

16

Constructivist activities – Problem-based learning, case

studies, online debates, online discussions, article

reviews, individual or collaborative projects

Collaborative technologies such as Adobe Connect,

Captivate & Presenter, Camtasia, Wimba, Google

Docs, Big Blue Button, synchronous chat, Voice

Thread, EtherPad

Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Cognitive Presence Strategies

17

Formative assessments that include mixed media

feedback (audio, video, written)

Facilitate progression through inquiry cycle by posing

critical questions to encourage inquiry

Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Cognitive Presence in Canvas

18

Triggering Event Exploration, Integration, &

Resolution

Exploration, Integration, &

Resolution

Cognitive Presence in Blackboard

19

Triggering Event

Exploration, Integration, &

Resolution

Exploration, Integration, &

Resolution

Cognitive Presence “Top Five”

Caroline’s Top Five Glenn’s Top Five

20

5. Discussions in Canvas

4. Wiki/Content Pages in Canvas

3. Journal tool in Blackboard

2. Blog, Wiki tools in Blackboard

1. Discussion Board in Blackboard

5. Survey and Choice tools in Moodle

4. Mahara Journal tool

3. Activities Settings in Moodle

2. Ability to embed external tools (BBB,

Voicethread, Google Docs, etc.)

1. Group functions in Moodle

Teaching Presence

21

Teaching presence refers to the

organization and design of the course,

leading the discourse therein, and

providing constructive feedback to learners.

Teaching Presence Strategies

Design & Organization

Consistent course structure

Intuitive navigation

Content presentation

Topic overviews / introductions

Guidelines, templates, samples, user guides, help options

Mix of media in instructional content

22Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Course Design in Engage

23

Course Design in Canvas

24

Course Design in CourseSites

25

Strategies

Facilitating Discourse

Sharing meaning

Identifying areas of agreement / disagreement

Seeking to reach consensus / understanding

Raise questions / make observations

Keep discussions moving

Manage inactive / dominant students

26Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Teaching Presence Strategies

Direct Instruction

Scaffolding learner knowledge

Explanatory feedback

Facilitate linking of content through expertise

Measureable learning outcomes

Logical use of formative / summative assessments

27Richardson, Arbaugh, Cleveland-Innes, Ice, Swan & Garrison, 2012

Evidence of Teaching Presence

28

“…encourage us and guide…”“We have …taught each other…”

“…push us to look deeper…beyond basic assumptions.”

“…make me think deeper and consider all options.”“…positive criticism”

“…time you spend commenting on …

assignments … most positive part...”

Teaching Presence “Top Five”

Caroline’s Top Five Glenn’s Top Five

29

5. Grading in Canvas

4. Learning Modules in Blackboard

3. Internal linking/mapping in Canvas

2. Modules in Canvas

1. Course Menu in Blackboard

5. Promising emerging practice: Learning

outcomes in Blackboard and Moodle

4. Class Management: Manage active

and inactive students in Moodle

3. Gradebook in Blackboard

2. Grade by Rubrics in Moodle

1. Customizable Labels and “chunking”

options in Moodle

Learning Analytics

• What types of evidence of the

“presences” is important?

• Are the reports comprehensive and

easy to use?

• How are reports used to inform changes

and improvements?

30

Reporting in Engage

31

Forum Statistics

AssignmentsCompare Courses

in Program

Reporting in Engage

32

Quizzes

Course Wall Postings

Reporting in Canvas

33

Reporting in Blackboard

34

Conclusions

• Remember! We looked at

practical applications of three

presences separately, but they

are interdependent

• Don’t be trendy: The tool or

technology should be used

because it’s the right tool or

technology

• Resolution is the goal: Goal

should be for students to reach

the Resolution phase in the

Practical Inquiry Model

• Form follows function: Some

aspects of COI are easier and

more effective in one LMS versus

another.

• Show, don’t tell: Provide

models, templates and training in

COI applications for Faculty

• One size doesn’t fit all: Avoid

“cookie cutter” approaches. A

good design process is flexible

and adaptable.

35

Caroline’s Key Take Aways Glenn’s Key Take Aways

Thank You

36

Glenn Hoyle, PhDProgram Development Manager

Glenn.hoyle@Deltak-Innovation.com

Caroline Conlon, MLIS, MSEdInstructional Designer

Caroline.Conlon@Deltak-Innovation.com

Additional Resources

• Lehman, R., & Conceicao, S. C. (2010). Creating a Sense of Presence to "be

there" for distance: Learners. New York: Jossey Bass.

• Richardson, J., Arbaugh, J., Cleveland-Innes, M., Ice, P., Swan, K., &

Garrison, D. (2012). Using the community of inquiry framework to inform

effective instructional design. In L. Moller & J. Huett (Eds.), The next

generation of distance education: Unconstrained learning (pp. 97-125).

Springer.

• Xin, C. (2012). A Critique of the Community of Inquiry Framework. Journal Of

Distance Education, 26(1), 1-13.

• Boston, W., Díaz, S. R., Gibson, A. M., Ice, P., Richardson, J., & Swan, K.

(2010). An exploration of the relationship between indicators of the community

of inquiry framework And retention in online programs. Journal Of

Asynchronous Learning Networks, 14(1), 3-19.

• Barber, T. C. (2011). The Online Crit: The Community of Inquiry Meets Design

Education. Journal Of Distance Education, 25(1), 1-16.

37

Additional Resources

• Kumar, S., Dawson, K., Black, E. W., Cavanaugh, C., & Sessums, C. D.

(2011). Applying the Community of Inquiry Framework to an Online

Professional Practice Doctoral Program. International Review Of Research In

Open & Distance Learning, 12(6), 126-142.

• Kennedy, n., & Kennedy, d. (2010). Between Chaos and Entropy: Community

of Inquiry from a Systems Perspective. Complicity: An International Journal Of

Complexity & Education, 7(2), 1-15.

• Zydney, J., deNoyelles, A., & Kyeong-Ju Seo, K. (2012). Creating a

community of inquiry in online environments: An exploratory study on the

effect of a protocol on interactions within asynchronous discussions.

Computers & Education, 58(1), 77-87.

• Annand, D. (2011). Social Presence within the Community of Inquiry

Framework. International Review Of Research In Open & Distance Learning,

12(5), 40-56.

• Akyol, Z., & Garrison, D. (2011). Understanding cognitive presence in an

online and blended community of inquiry: Assessing outcomes and processes

for deep approaches to learning. British Journal Of Educational Technology,

42(2), 233-250. 38