Building community

Developing a Sense of Community in Blended Learning Environments

Bryan Braul – E-Learning SpecialistLearning Engagement Office, Faculty of

ExtensionUniversity of Alberta

COHERE ConferenceOctober 18th – 19th, 2012Calgary Alberta

Canada’s Collaboration for Online Higher Education and Research

Presentation Overview

1. How education is evolving with technology and why the development of community is becoming more important

2. “Community of Inquiry” Model which helps clarify the process of community development

3. How to develop a sense of community in our blended learning courses

Evolution of Computer Technology

Keeping Up With the Future

3D Virtual World Education

Open Courses Massive Open Online Course

MOOC

Massive Open Online Courses

Massive Open Online Course

MOOC

In the Information Age

• Universities are more than the knowledge that resides within its faculties

• Places where students congregate for a common purpose

• We are part of a dynamic, living process of learning – a process that forms community based on learning.

Levels of Engagement

Engaged StudentsUnengaged Students

Development of a “learning community” where students become an integral part of the teaching

process

Learning with Others

Research tells us that we learn best when we are engaging and interacting with others (Rovai, 2001; Schwier, 2011; Swan, & Ice, 2010; Vygotsky, 1978).

Social Constructivism – we construct our knowledge piece by piece, building

on things that we have previously learnt – and we do this with others through social interactions (Anderson, 2008)

Definition of Community

“…social network marked by participation, trust, shared interests and values, shared responsibility, norms and rituals, and by the ability to embrace differences while forming a group identity”

(Rovai, 2001).

“…social network marked by participation, trust, shared interests and values, shared responsibility, norms and rituals, and by the ability to embrace differences while forming a group identity”

(Rovai, 2001).

Community of Inquiry Model(Garrison, Anderson, & Archer, 2000)

Cognitive Presence

Teaching Presence

Social Presence

Construction of meaning; Students are engaging with the content of the course, exchanging information, connecting ideas and applying concepts

The projection of individual characteristics to the community; group cohesion through open communication; emotional expression; development of trust/respect

Selection of content and instructional design; develop learning activities and assessments; help students build content knowledge and understanding; encourage interaction

The Interaction of the Elements

Cognitive Presence

Social Presence

Educational Experience

Teaching Presence

(Structure and Process)

Setting Climate

SupportingDiscourse

SelectingContent

(Garrison, Anderson, & Archer, 2000)

How can we develop a sense of community in blended learning

environments?

• Focus on the online component of blended learning

• Start with “Teaching Presence” and connect it to Cognitive and Social Presence

• Use examples from Extension courses I support

• Open the discussion – your ideas, experiences for building community in your learning environments

Three Strategies

• The details matter - Instructional Design in your online component

• Establishing Social Presence – starting off on the right foot

• In-class evolution of online discussions – they don’t grow without care and nurturing

Instructional Design

• Organization/structure

• Typography

• Graphics

Online Structure/Organization(Overview)

Online Structure/Organization(General Course Info)

Online Structure/Organization(Course Content)

Blended Learning Community

Blended Learning Community

Blended Learning Community

Establishing Social Presence

• Assumption: we learn better together

• Important to provide ways to get to know each other.

Profile

Growing Online Discussions

In-class communication: fast paced, spontaneous, less structured, influence by non-verbal cues, good for brainstorming ideas

Online communication: usually asynchronous, time for reflection, critical thinking, introverted learners may participate more, encourage rigor and discipline

Examples from Extension Class

Support and Agreement at the start of the course: “You ask a very interesting question and I agree with

what you said…” “The question Kim poses about Facebook is an

important one and Mary is right…” “You raise several very good points…”

Developing Trust

• Explicitly state rules/guidelines of engagement

• Create a safe place to try out ideas

• Monitor and participate in the discussions often; interject if needed

Examples from Extension Class

At the end of the course: “I agree with some of your points, but I think I would

have looked at it a different way…” “I guess I would think about the first article we read

that contradicts your last point…” “You raise several very good points in your analysis,

but I think when Erika mentioned privacy, she was referring to something else…”

It’s more about the people; and less about the technology

Closing Remarks

Questions?