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Enhancing Teaching Presence
and Effectiveness
Terry Anderson, Ph.D.
terrya@athabascau.ca
Athabasca University,
Alberta, Canada
* Athabasca University
34,000 students, 700 courses
100% distance education
Graduate and
Undergraduate programs
Master & Doctorate
Distance Education
Only USA Regionally
Accredited University
in Canada
*Athabasca
University
Components of the Community of Inquiry Model Garrison & Anderson, 2001
COI Overview
Social Presence
From Social Presence to Transactional Presence to Net Presence
Garrison (2009) Social Pres. as “the ability of participants to
identify with the community (e.g., course of study),
communicate purposefully in a trusting environment, and
develop inter-personal relationships by way of projecting their
individual personalities.” (p. 352).
TransactionalPres. « the degree to which a distance
studentperceives the availability of, and connectednesswith,
teachers, peerstudents, and institution” (Shin, 2002: 132).
Allows for use in self-paced learning
Social presence confounded with multi-disciplinary perspectives
Teaching Presence
Defined as: The design, facilitation and direction of
cognitive and social processes for the purpose of
realizing personally meaningful and educational
worthwhile learning outcomes.
Built upon the familiar models of Moore, Holmberg,
Paulsen, and Mason, however provide ways to
measure the construct.
Teaching Presence
The transcript analysis allows researcher to
disaggregate the roles
Instructional designer and activity organizer
Discourse facilitator
Subject matter expert
Especially critical in computer conferencing (asynch
text) based education systems
Major cause of course breakdown.
Instructional Design
Enhancing course with additional resources
YouTube videos
OERs
MOOCs and Khan Academy
Student submitted resources
Student created resources:
Past assignments
Portals and Wikipedia articles
Learn.ist
Teaching presence for e-learn presentation in Barcelona may 2013
http://learni.st/category/10-education
Connectivist Learning
Persistence
Accessibility
Network
Effects
“Connectivying” your course
http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
Facilitating Discourse
Right size of sub-group
Right kind of questions
Right number of questions
Right quantity of Interventions
Using students as discussion leaders
Video and Audio enhancements
VoiceThread
Using Synchronous sessions
https://voicethread.com/?#u316369
Teaching Presence –
Subject Matter Expert
Keeping current yourself
Developing your professional networks
Filtering ideas and solutions
Your blog
Subscribing to Journals – notably www.irrodl.org
Reading Free Books from AU Press aupress.ca
Great educational Twitter feeds
Teaching presence
in a Life Long Learning Era
Learners of today “used to work for someone else,
but will increasingly work for themselves and instead
of serving as functionaries in the achievement of
purposes set by others, they will increasingly set
purposes for themselves”
Richard Sampson, 2005
COI meets Web 2.0
 How much does social presence increase in
synchronous activities
 Does adding voice (auidoconferencing) graphics
(web conferencing), pictures (video), virtual
environment (immersion) significantly increase
social presence?
 Are the resulting limitations on access worth social
and pedagogical gains?
 When is too much social presence damaging?
Learner Assessment
Authentic assessment “the measurement of
"intellectual accomplishments that are worthwhile,
significant, and meaningful”Wehlage, Newmann, &Secada,
1996, p. 23
See http://youtu.be/c_gibuFZXZw
E-Portfolios
https://portfolio.elab.athabascau.ca/view/view.php?id=
2822
Teaching presence for e-learn presentation in Barcelona may 2013
Assessment Voice Marking using Adobe Connect
Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio Feedback to
Enhance Teaching Presence and Students’ Sense of Community. Journal of Asychronous
Learning Network, 11(2)
Net
Presence
Goodier, S., &Czerniewicz, L. (2013). Academics’ online presence: A four-step guide to taking control of your visibility.
University of Capetown. http://openuct.uct.ac.za/sites/default/files/Online%20Visibility%20Guidelines.pdf.
What Type of Networked Academic Persona
Have you Created?
Barbour, K., & Marshall, D. (2012). The academic online: Constructing persona through
the World Wide Web. First Monday, 17(9).
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3969/3292.
Academia.edu, FaceBook,
LinkedIn, Landing
Beyond the LMS
Social networking in a boutique network
https://Landing. athabascau.ca
Walled Gardens (with
windows)
Connectivist learning thrives in safe learning spaces
with windows allowing randomness, external
participation and public presentation
What is the Landing?
A private space for Athabasca University –
students, staff, alumni
A public place for sharing knowledge
A user controlled creative space
Boutique social network
Networking, blogging, photos,
microblogging, polls, calendars, groups
and more
Built on elgg.org platform
Teaching presence for e-learn presentation in Barcelona may 2013
Teaching presence for e-learn presentation in Barcelona may 2013
Teaching presence for e-learn presentation in Barcelona may 2013
Landing Provides
User control
Personal Learning Environment
Persistence
Conclusions
COI most widely quoted heuristic and research theory in
online learning
Need to use new tools to enhance cognitive, social and
teaching presence
Does it speak to learning in your course contexts?
Is it a useful tool for education development and research?
Your comments and questions, please
Terry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.org
Why low rate of problem resolution in
Cognitive Presence?
Instructional design- no problem to resolve
Poor teacher guidance/assessment
Resolution reflected in final papers/exams or case studies – not
in online discussion
Artificial context of formal learning- no space for real
application
Poor instrumentation or model
Online asynch discussion is not powerful enough to support full
cognitive presence
Takes too much time

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Teaching presence for e-learn presentation in Barcelona may 2013

  • 1. Enhancing Teaching Presence and Effectiveness Terry Anderson, Ph.D. terrya@athabascau.ca
  • 2. Athabasca University, Alberta, Canada * Athabasca University 34,000 students, 700 courses 100% distance education Graduate and Undergraduate programs Master & Doctorate Distance Education Only USA Regionally Accredited University in Canada *Athabasca University
  • 3. Components of the Community of Inquiry Model Garrison & Anderson, 2001
  • 5. Social Presence From Social Presence to Transactional Presence to Net Presence Garrison (2009) Social Pres. as “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (p. 352). TransactionalPres. « the degree to which a distance studentperceives the availability of, and connectednesswith, teachers, peerstudents, and institution” (Shin, 2002: 132). Allows for use in self-paced learning Social presence confounded with multi-disciplinary perspectives
  • 6. Teaching Presence Defined as: The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes. Built upon the familiar models of Moore, Holmberg, Paulsen, and Mason, however provide ways to measure the construct.
  • 7. Teaching Presence The transcript analysis allows researcher to disaggregate the roles Instructional designer and activity organizer Discourse facilitator Subject matter expert Especially critical in computer conferencing (asynch text) based education systems Major cause of course breakdown.
  • 8. Instructional Design Enhancing course with additional resources YouTube videos OERs MOOCs and Khan Academy Student submitted resources Student created resources: Past assignments Portals and Wikipedia articles Learn.ist
  • 11. Connectivist Learning Persistence Accessibility Network Effects “Connectivying” your course http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
  • 12. Facilitating Discourse Right size of sub-group Right kind of questions Right number of questions Right quantity of Interventions Using students as discussion leaders Video and Audio enhancements VoiceThread Using Synchronous sessions
  • 14. Teaching Presence – Subject Matter Expert Keeping current yourself Developing your professional networks Filtering ideas and solutions Your blog Subscribing to Journals – notably www.irrodl.org Reading Free Books from AU Press aupress.ca Great educational Twitter feeds
  • 15. Teaching presence in a Life Long Learning Era Learners of today “used to work for someone else, but will increasingly work for themselves and instead of serving as functionaries in the achievement of purposes set by others, they will increasingly set purposes for themselves” Richard Sampson, 2005
  • 16. COI meets Web 2.0  How much does social presence increase in synchronous activities  Does adding voice (auidoconferencing) graphics (web conferencing), pictures (video), virtual environment (immersion) significantly increase social presence?  Are the resulting limitations on access worth social and pedagogical gains?  When is too much social presence damaging?
  • 17. Learner Assessment Authentic assessment “the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful”Wehlage, Newmann, &Secada, 1996, p. 23 See http://youtu.be/c_gibuFZXZw E-Portfolios https://portfolio.elab.athabascau.ca/view/view.php?id= 2822
  • 19. Assessment Voice Marking using Adobe Connect Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community. Journal of Asychronous Learning Network, 11(2)
  • 20. Net Presence Goodier, S., &Czerniewicz, L. (2013). Academics’ online presence: A four-step guide to taking control of your visibility. University of Capetown. http://openuct.uct.ac.za/sites/default/files/Online%20Visibility%20Guidelines.pdf.
  • 21. What Type of Networked Academic Persona Have you Created? Barbour, K., & Marshall, D. (2012). The academic online: Constructing persona through the World Wide Web. First Monday, 17(9). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3969/3292.
  • 23. Beyond the LMS Social networking in a boutique network https://Landing. athabascau.ca
  • 24. Walled Gardens (with windows) Connectivist learning thrives in safe learning spaces with windows allowing randomness, external participation and public presentation
  • 25. What is the Landing? A private space for Athabasca University – students, staff, alumni A public place for sharing knowledge A user controlled creative space Boutique social network Networking, blogging, photos, microblogging, polls, calendars, groups and more Built on elgg.org platform
  • 29. Landing Provides User control Personal Learning Environment Persistence
  • 30. Conclusions COI most widely quoted heuristic and research theory in online learning Need to use new tools to enhance cognitive, social and teaching presence Does it speak to learning in your course contexts? Is it a useful tool for education development and research? Your comments and questions, please Terry Anderson terrya@athabascau.ca Blog: terrya.edublogs.org
  • 31. Why low rate of problem resolution in Cognitive Presence? Instructional design- no problem to resolve Poor teacher guidance/assessment Resolution reflected in final papers/exams or case studies – not in online discussion Artificial context of formal learning- no space for real application Poor instrumentation or model Online asynch discussion is not powerful enough to support full cognitive presence Takes too much time