Developing an Online Developing an Online PresencePresence

October 19, 2012

Diane OnoratoClaudia Matz

Cartoon Source http://kbarnstable.wordpress.com/

Agenda: Agenda: (Please pick up handouts and (Please pick up handouts and

complete survey)complete survey)

Annual Conference on Distance Teaching and Learning Madison, WI August 8-10, 2012

Community of InquiryCreating PresenceFacilitating PresenceSix-Step Change Cycle

ActivityWrap-upNext

online Presence orpresence

Online

Presence with a lower case Presence with a lower case letter:letter: A presence

online

Are you ready to take your class beyond Face2Face to the next level?

Are you ready to begin to establish a presence online?

Presence with a Capital Presence with a Capital Letter:Letter:

An online Presence =

A class with Presence immerses learners in an illusion that becomes its own reality:

The students are so actively and richly engaged that they forget that they are online. Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in

Online Teaching. pp. 18-20

Develop a Community of Develop a Community of InquiryInquiry

Cognitive Presence: ability to construct knowledge together as students engage in sustained interactions.

Online experience should be sustained and reflective: critical thinking, problem-solving activities, debate.

Social Presence: Establishes learners as individuals and helps build interpersonal relationships that have a positive effect on learning.

Online experience should allow for collaboration, negotiation, and creation.

Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley.

Community of Inquiry: Teaching Community of Inquiry: Teaching PresencePresence

Teaching presence is

important for the creation and

sustainability of a community of

inquiry focused on exploration,

integration, and testing of

concepts and solutions.

The instructor’s creation of a

supportive teaching presence is

a critical element for successful

interaction not only between

the instructor and learners but

also among the learners

themselves.

Rita-Marie Conrad and J. Ana Donaldson. Continuing to Engage the Online Learner. (2012). See pages 11-12.

1.Preplanning: instructional materials and assignments are ready, available, and fully functioning when the course starts

2.Anticipating: prepare and articulate all student responsibilities and deliverables

3.Prioritize activities and evaluations in the course; develop the calendar and the rubrics

4.Predict your learners’ needs; establish guidelines

5.Provide and explain the support systems:

external from Blackboard

within Mercyhurst University

from instructor (set up

communication expectations: how,

when, best contact methods)

peer to peer (informal discussion

board, Facebook page, Twitter,

peer review assignments, partners)

All Online Presence Begins With Course Design

Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching.

CommunicatCommunicate: From the e: From the Very Very BeginningBeginning

1. Write a welcome note to students: balance professional expertise with some appropriate personal comments so students can relate to instructor.

2. Personalize feedback with student names and specific references. Mention what you notice: comment, appreciate, praise.

3. Write a personal note to students at least once.4. Keep response time within 24-48 hrs. and write careful

responses for at least 3 times in the beginning of the course.

5. Open class for students to explore before the course begins.

6. Let students start to talk to each other before the class starts so they are ready to go when the class starts. Open discussion forums early.

Kathleen Sheridan. “Teacher dispositions in the online classroom.” Pilot study, 60 students. Distance Teaching and Learning, Madison, WI (2012). Establishing Teacher Presence: Top 10 Behaviors According to Students

Communication =Explain Communication =Explain ExpectationsExpectations Top 10 Behaviors According to StudentsTop 10 Behaviors According to Students

due dates and time frame expectations for discussions course requirements, outcomes processes, instructions use template/clearly organized

navigation tone matters

Kathleen Sheridan. “Teacher dispositions in the online classroom.” Pilot study, 60 students. Distance Teaching and Learning, Madison, WI (2012). Establishing Teacher Presence: Top 10 Behaviors According to Students

Communication = Provide Communication = Provide Feedback Feedback Top 10 Behaviors According to StudentsTop 10 Behaviors According to Students

Provide clear instructions about how to

participate interesting material grading rubrics timely feedback updated calendar Don’t assign discussions if you don’t participate –

Kathleen Sheridan, Associate Provost Academic Programs and Faculty Development, National Louis University. “Teacher dispositions in the online classroom.” Pilot study, 60 students. Distance Teaching and Learning, Madison, WI (2012).

Sharing too much of your own opinion and perspective is negative to development of critical thinking. Instead, try the following:

No response after a few days??

add a prompt or give an example of a response that includes necessary elements of a discussion response (the response could be about a different topic so as to not sway student thinking, but have all the aspects of an acceptable post)

•Too vague??

Ask for elaboration/clarification with specific references to what to expand.

•Busy discussion board?? Try weaving.

Weaving points out main points of several learners OR pulls a disorganized or off-track conversation back to point. This is a good way to demonstrate presence without targeting particular students and avoiding singling one. Enter discussion several times to weave and connect responses together.

Teaching Presence: Discussion Facilitator

Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley.

Need to direct an off-track conversation??

provide an actual or real-world experience narrative illustrating what others are saying or one that is on-track.

Conversation dragging or sounding like crickets??

Teaching Presence: Discussion Facilitator

enter the discussion and plant a counterpoint for consideration OR request others to think of opposite positions which may not be their own perspective but which may counter-argue those views which are posted.

Conversation not moving into higher levels of cognition??

Enter the discussion and ask students to think of implications of their reason or extensions OR to make related evaluations or judgments.

At the end of a discussion, provide a summary of the conversation.

Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley.

Obstacles to Overcome in Establishing Obstacles to Overcome in Establishing PresencePresence

The way we think: traditional v. ?? Lack of understanding of what online learning is Tendency to be consumed by online demands Balancing student needs with personal boundaries Funding or support Technical malfunctions

Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching.

Source of cartoon is http://learnmore.uncg.edu/blog/bid/97532/Teaching-Online-Is-All-About-Communication

Advantages of Establishing Advantages of Establishing PresencePresence Students feel like their needs are

being met and that other learners are accessible too.

Positive reviews of instructor and school Retention LEARNING

Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching.

Stage AStage A

State of non-readiness and non-use

Resistant and have little or no knowledge

Denial of benefit personally or instructionally

Technology is another passing educational fad

May cite lack of access or time as reasons

Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070

StageStage B B

Focus on technology itself or technology for personal use

Proficient with specific software programs

May be easily impressed with basic functionalities that others expect

Due to limited knowledge and confidence, often experience technology-related problems that they are unable to solve.

Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070

Stage CStage C Have basic understanding of some, not all,

technologies and often use the appropriate

jargon with students and colleagues

View technology as end rather than means

Upon encountering difficulties, discontinue

use and return to traditional instruction

Believe technology is non-essential

and is only supplemental

Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070

StageStage D D

View as an instructional tool rather

than an instructional component

Consider technology an integral part

of the instructional process that cannot easily

be abandoned

Still experimenting with how best to use

technology

Provide a great deal of structure for students in

the learning process

Willing to solve minor technological malfunctions Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070

Stage EStage E Find it necessary to redefine teaching and

learning after realizing the educational value

Tend to use more varied instructional

strategies and require higher order thinking

Require students to use various technology

applications daily or weekly

Typically request little assistance from tech

support

Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070

Stage FStage F View technology as a force that has

significantly changed their teaching

Engaged in active discussions related to research using, planning for, and management of instructional technology

Students in these classrooms take active role in the use of technology to direct their own learning activities

Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070

Next? Next?