Topic 5: LESSONS LEARNT - FUTURE PRACTICE

Taking this course I realize the complex nature of online learning. It is not just about digital literacy nor scaffolding nor the pedagogy involved but also about building a community. Group work is often a source of frustration for learners due to the motivation levels, beliefs, values and behaviors of participants.

The main take-away for me in this course is the fact that everyone says the same thing...we want to develop online learning but we struggle building the learning atmosphere that nurtures participation and curiosity. If we look at the classroom experience there are sets of accepted social norms that are known, accepted and practiced to some degree; however, it seems we are still creating the social norms that will become apart of this type of learning in the future. So, then the scaffolding or framework for each course becomes a bit more important until then the group begins to collaborate and set their own "rules of engagement".

In the end, I see that a facilitators ability to inspire and support is perhaps the key ingredients during times of conflict that naturally will occur during true collaboration.

Excellent learning journey, thank you!

Reflections on Topic 4: Design for online & Blended Learning

Notes taken during the lecture from Martha Cleveland-Innes, Indicators for creating a community of Inquiry

•  "The most important component in this topic is not the pedagogical choices, tools we use but the level of engagement of students toward the advancement of knowledge." 
• What kind of a person are you? Passionate innovator
• What is it like in your classroom, fill a survey - did it...

Community of Inquiry Framework/Model - Martha Cleveland-Innes: An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.

•  https://www.youtube.com/watch?v=pZQm8Fta93k

• This experience is best in the interlocking topics
• social, cognitive and teaching presence
• This model helps learners experience lifelong learning through the overlapping of these three concepts/presences.
• Social presence: participants can show themselves as real people through emotion and genuine interaction. When we are social present and genuine then the students can also be socially present.
• Cognitive presence: using your intellect. The extent to which learners can in a community. Look at Practical inquiry model
• Teaching presence - the design and direction of these two other presences. Facilitates activities.  
•  Designing online courses Free download: http://www.aupress.ca/books/120229/ebook/99Z_Vaughan_et_al_2013-Teaching_in_Blended_Learning_Environments.pdf 

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