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Presentation of SLN research centered around Teaching Presence in online classes.
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State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Online Learning Environments: An Emerging Model for Best Practice
SUNY Learning Network
SUNY Teaching, Learning, and Technology Program
Office of the Provost
State University of New York
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Topics
How do people learn?How do people learn online?Some new research on “Teaching Presence”
Overview
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
IcebreakerIntroduce yourself to your neighbor:
Who are you?
What/Where do you teach?
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
A task for youNow – with a partner, answer the following questions:
What elements make for effective learning “offline”?
How do people learn best? What conditions are necessary for learning to occur? Especially in higher education…
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Community
AssessmentCentered
KnowledgeCentered
LearnerCentered
Bransford, et al (2002) “How People Learn”
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Knowledge Centered –Outcomes oriented - knowledge, skills, and attitudes needed for successful transfer. Learner Centered - connect to the strengths, interests, and preconceptions of learners and help them learn about themselves as learners. Community Centered –environment where students feel safe to ask questions, learn to work collaboratively, and are helped to develop lifelong learning skills. Assessment Centered - provide multiple opportunities to make students’ thinking visible so they can receive feedback and be given a chance to revise.
“How People Learn” Framework(Bransford et al, 2002)
People learn best in environments that are:
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
The question we want to address:
What makes a good online-learning environment?
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Online Learning Community
Social Presence
Teaching Presence
Setting Climate
Supporting Discourse
A Developing Conceptual Framework for Online Learning Critical Inquiry in
a Text-Based Environment
Garrison, Anderson, and Archer (2002)
Selecting Content
Cognitive Presence
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Online Learning Community
Teaching Presence
A Developing Conceptual Framework for Online Learning
Critical Inquiry in a Text-Based Environment
Garrison, Anderson, and Archer (2002)
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Teaching Presence1.Facilitating Discourse
2.Direct Instruction
3.Instructional Design and Organization
http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Teaching Presence1.Facilitating Discourse
2.Direct Instruction
3.Instructional Design and Organization
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Facilitating Discourse or Interaction
•Identifying areas of agreement and disagreement •Seeking to reach consensus/understanding•Encouraging, acknowledging, and reinforcing student contributions•Setting climate for learning•Drawing in participation, prompting discussion or interaction•Assessing the efficacy of the process
Some Results of SLN Student Teaching Presence Questionnaire
73% of students expressed agreement that their instructors facilitated discourse effectively.
72% of student expressed agreement that their classmates facilitated discourse effectively.
These percentages correlate directly to high levels of student satisfaction and reported learning.
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
A task for youChoose 2 or 3 indicators of Facilitating Discourse that are present in your course.
How do they manifest themselves for your students?
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Teaching Presence1.Facilitating Discourse
2.Direct Instruction
3.Instructional Design and Organization
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Direct Instruction•Presenting content and questions•Focusing the discussion•Summarizing the discussion•Confirm understanding through assessment and explanatory feedback•Diagnosing misperceptions•Injecting knowledge from diverse sources•Responding to technical concerns
Some Results of SLN Student Teaching Presence Questionnaire
76% of students expressed agreement that their instructors provided direct instruction effectively.
66% of student expressed agreement that their classmates provided direct instruction effectively.
These percentages correlate directly to high levels of student satisfaction and reported learning.
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
A task for you
Choose 2 or 3 indicators of Instructional Direct Instruction that are present in your course.
How do they manifest themselves for your students?
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Teaching Presence1.Facilitating Discourse
2.Direct Instruction
3.Instructional Design and Organization
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
Instructional Design and Organization
•Setting the curriculum•Designing methods•Establishing time parameter•Utilizing the medium effectively•Establishing netiquette
Some Results of SLN Student Teaching Presence Questionnaire
Overall, 85% of student respondents agreed that the indicators for this category were present in their courses.
This percentage correlates directly to high levels of student satisfaction and reported learning.
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
A task for you
Choose 2 or 3 indicators of Instructional Design and Organization that are present in your course.
How do they manifest themselves for your students?
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
How do people learn?How do people learn online?Some new research on “Teaching Presence”…
Summary
State University of New York A model for online learning in the SUNY Learning Network
SLN Instructional Design Institute for Returning Faculty CIT 2003
?Your questions
?Your questions
http://SLN.suny.edu
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