Cognitive Presence Sustains Blended Learning

Social Presence

Establishes Blended Learning

Teaching Presence Develops Blended Learning

Setting Climate

Selecting Content

Blended Learning and the Community of Inquiry FrameworkSocial Presence-Cognitive Presence-Teaching Presence

Supporting Discourse

Learning Experience

Social Presence

● Enables risk free expression

● Group cohesion

● Sustained and open discourse

● Leads to emotional bonding and a sense of belonging.

Cognitive Presence

Cognitive presence is present when the group explores, seeks answers and solutions to issues that confront it through a process of sustained communication.

Inquiry Model

Problem Statement > Exploration > Integration>

Resolution/Application

Teaching Presence● Teaching presence must embody and model social and

cognitive presence, but adds leadership

● Teaching presence models sharing personal meaning leading to emotional/intellectual bonding

● Designs and implements learning strategies, assessments, and configures groups

● Social and cognitive presence lead to development of creativity and intuition.

● Plan for critical reflection, discourse, and tasks that support systematic inquiries.

● Extend to applications in other areas

● Support students in assuming increasing responsibility for their learning (students will push back)

● Insure that inquiry moves to resolution and that metacognitive awareness is developed

● Plan for a full course redesign

Some Key Principles of Blended Learning in a Community of Inquiry Framework

Four Phases of Blended Learning

1. Before the Face-to-Face Session-Online

○ Create Triggering event○ Students interact with content before F2F○ Reading assignment or presentation○ Pre-quiz to check for understanding○ Writing or Discussion with peer comments

2. Face-to-Face

○ Debrief online activity ○ Address misconceptions○ Extend online presentation○ Individual or small group work○ Practice, peer instruction, individual help○ Show examples○ Keep Lecturing to a minimum

Four Phases of Blended Learning

3. After a Face-to-Face Session-Online

○ Further reading and or writing○ Problem sets in math and science○ Extend discussions and replies○ Opinion or research paper submissions○ Read new document or see presentation○ Discuss what is or is not resolved

Four Phases of Blended Learning

Four Phases of Blended Learning

4. Face-to-Face

○ Review online work, problem sets, writing○ What questions remain unresolved○ Group or individual presentations, critiques○ In class assessments or assignments○ Begin next topic

Repeat any phase as needed.

Syllabus for the Workshop1. Framing effective discussions using CoI and rubrics for frequent low stakes grades

2. Tools for presentations and choices for online content delivery (Wacom tablet, Snagit screen capture, Smart Notebook, MOOCs) F2F

3. Four phases and Face-to-face strategies for: Differentiated Learning Individual Learning Collaborative Learning

Syllabus for Workshop continued4. In class and online assignment and assessment examples using the Inquiry Model

5. Course Redesign: F2F ADDIE-Analysis, Design, Development,

Implementation, Evaluation Examples of course redesigns

Model for redesign proposals for assistance

6. Final redesign project