designing for engagement: community of inquiry in practice (214550451)

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8/12/2019 Designing for Engagement: Community of Inquiry in Practice (214550451) http://slidepdf.com/reader/full/designing-for-engagement-community-of-inquiry-in-practice-214550451 1/49 Designing for Engagement Community of Inquiry in Practice John McCormick | Senior Instructional Designer | @JohnLearnDesign Sarah Krongard | Instructional Designer | @sk7790 NERCOMP Annual Conference 2014

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Page 1: Designing for Engagement: Community of Inquiry in Practice  (214550451)

8/12/2019 Designing for Engagement: Community of Inquiry in Practice (214550451)

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Designing for Engagement

Community of Inquiry in Practice

John McCormick | Senior Instructional Designer | @JohnLearnDesign

Sarah Krongard | Instructional Designer | @sk7790

NERCOMP Annual Conference 2014

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Conditions to

Support Deep

Learning

ChallengesCommunity

of InquiryIn Action 

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Think of something you understand w

How did you develop this deep understan

What conditions supported your learni

http://tinyurl.com/coinercomp

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What are the challenges of designing for

understanding in an online learning environ

http://tinyurl.com/coinercomp

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Workshop Goals

To explore the Community of Inquiry mod

as a framework to guide design & facilitat

deep learning experiences online

To examine concrete examples of the COI

in practice

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Community of Inquiry Framework

Teaching +

Social +

Cognitive Pre

= Online Learnin

Experience

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Relationships Among the Presences

Cognitive

Presence

Teaching

Presence

Social

Presence

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Social Presence

Clim

C

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Social Presence

Interpersonal Communication

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Social Presence

Interpersonal Communication

Open Communication

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Social Presence

Interpersonal Communication

Open Communication

Cohesive Communication

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Teaching Presence

Managemen

and

Facilitation

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Teaching Presence

Organization / Design

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Teaching Presence

Organization / Design

Facilitation

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Teaching Presence

Organization / Design

Facilitation

Direct Instruction

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Cognitive Presence

Connections an

Meanin

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Cognitive Presence

Practical

Inquiry Cycle

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Examples of

Learning Activities

COI: 3 Pr

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Example: Cyberbullying Course

8-week fully online course

Graduate, ed tech program

Integration of social media

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Example: Cyberbullying Course

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Example: Cyberbullying Course

#ecomp

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Example: Cyberbullying Course

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Example: Cyberbullying Course

Cyberbullying

Shared Definitions

Research Base

Personal Connections

Inside the Technology

Legal Implications

Personal Action

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Example: Cyberbullying Course

Cyberbullying

Shared Definitions

Research Base

Personal Connections

Inside the Technology

Legal Implications

Personal Action

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Example: Cyberbullying Course

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Cyberbullying: COI Summary

Scaffolding process skills & content knowled

Empowering students with agency & owner

Building opportunities for peer-learningEnsuring sound pedagogy drives tech integr

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Example 2: Collaborative Presentation in D

“World of the lay” 

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Learning Activity

Research, analyze and report on the

historical and cultural contexts of the ti

the play and the “world of the play” itse

(setting, characters, language and style

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1.Collaborate with partner on project plan2.Receive feedback on plan from instructo

3.Research and analyze play.

4.Create presentation, presenting findings5. In peer review, receive feedback from c

and instructor.

Sequence of Learning

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Cognitive Presence

“Construct meaning through

sustained engagement” 

- Garrison

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Conditions for Cognitive Presence

● Setting expecta

● Guidance for gr

● Performance cr

● Feedback- proc

● Transparency o

plan in wiki

● Spaces: Works i

communication

● Public sharing o● Learning approa

● Reward via ass

● Highlight desir

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You will provide feedback to your peers on the ‘World of t

Group Presentations and the Creative Project, and critiqu

Research Paper drafts. Focus your comments on the par

assignment’s grading criteria provided in the assignmen

the syllabus) to critically analyze your peers’ work, and

communicate clearly about how effectively they accomp

goals of each assignment. 

Conditions for Cognitive Presence:

Peer feedback guidance

...If you have not yet commented…., please do so, and again, thes

meant to be part of our course materials and may be used in dis

Conditions for Cognitive Presence:

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meant to be part of our course materials and may be used in dis

papers, as any other text.

…D., I specifically appreciate how you explore an idea about languidiomatics (that arose from watching their project) in your own

post. That is an excellent way of connecting what we learn from

to assignment, rather than seeing each in isolation. I encourage

do this kind of ‘cross-pollination’ and integrative thinking.” 

Conditions for Cognitive Presence:

Guidance to students during facilitation

Evidence of Cognitive Presence:

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Evidence of Cognitive Presence:

Feedback to peers

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Personal Application

Think about your context. How might yintegrate the Community of Inquiry Mode

support your environment?

What challenges might you face movinforward? How might you address these

challenges?

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Resources:

https://sites.google.com/site/nercomp

Keep in Touch:John McCormick | [email protected] | @JohnLearnDesign

Sarah Krongard | [email protected] | @sk7790