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tate 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

Teaching Presence

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Presentation of SLN research centered around Teaching Presence in online classes.

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Page 1: Teaching 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 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

Page 2: Teaching 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

Topics

How do people learn?How do people learn online?Some new research on “Teaching Presence”

Overview

Page 3: Teaching 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

IcebreakerIntroduce yourself to your neighbor:

Who are you?

What/Where do you teach?

Page 4: Teaching 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

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…

Page 5: Teaching 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

Community

AssessmentCentered

KnowledgeCentered

LearnerCentered

Bransford, et al (2002) “How People Learn”

Page 6: Teaching 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

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:

Page 7: Teaching 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

The question we want to address:

What makes a good online-learning environment?

Page 8: Teaching 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

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

Page 9: Teaching 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)

Page 10: Teaching 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

Teaching Presence1.Facilitating Discourse

2.Direct Instruction

3.Instructional Design and Organization

http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp

Page 11: Teaching 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

Teaching Presence1.Facilitating Discourse

2.Direct Instruction

3.Instructional Design and Organization

Page 12: Teaching 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

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.

Page 13: Teaching 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

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?

Page 14: Teaching 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

Teaching Presence1.Facilitating Discourse

2.Direct Instruction

3.Instructional Design and Organization

Page 15: Teaching 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

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.

Page 16: Teaching 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

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?

Page 17: Teaching 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

Teaching Presence1.Facilitating Discourse

2.Direct Instruction

3.Instructional Design and Organization

Page 18: Teaching 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

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.

Page 19: Teaching 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

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?

Page 20: Teaching 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

How do people learn?How do people learn online?Some new research on “Teaching Presence”…

Summary

Page 21: Teaching 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

?Your questions

?Your questions

http://SLN.suny.edu