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Conrad & Donaldson's Phases of Engagement (2004, 2011)

Curious about how an instructional framework can engage online learners? This model explores how to foster collaboration.

Michaella Thornton

on 7 February 2013

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Transcript of Conrad & Donaldson's Phases of Engagement (2004, 2011)

Phase 2: Communicate Assist students in improving communication with one another
Use instructor-created dyads, or pairs, to build an intentional community of learners
Model how to effectively disagree with one another and how to express a difference of opinion/interpretation/analysis
Shift the responsibility of the conversation to the student pair
Set the stage for critical thinking, reflection, and a safe space to share ideas Phase 1: Connect Orient students to the course
Establish teacher presence early-on
Familiarize students with expectations for engagement
Provide low-stakes opportunities to explore the learning community and environment
Plan for student-instructor introductions
Include social and cognitive icebreakers "We want students to
share our enthusiasm for our academic discipline and find our courses so compelling that they willingly, in fact enthusiastically, devote their hearts and minds to the learning process." Phase 3: Collaborate Assign team members for the remaining part of the course by combining dyads
Group size works best with 3-5 members
Instructor creates groups with a blend of leadership characteristics & learner skills
Team-building activities and an agreed-upon group contract are helpful
Working out group expectations ahead of time mitigates potential frustrations
Assignments are often group-based in this phase
Institute a peer-evaluation process to encourage accountability and reflection Phase 4: Co-Facilitate This phase marks learner-led or -initiated activities
Collaborative groups are to lead content-related discussions and facilitate team interactions
Instructor shares power and authority with students
Students should begin to feel even more personal responsibility for their learning
Projects are designed with instructor and student feedback
This phase encourages a "no lurker" environment; active participation is key! Phase 5: Continue The overarching goal of this instructional framework is to empower students to be engaged in their learning
The transformation of the learning environment, instructor-student roles and responsibilities, etc. is evident in this phase
Example activities include: Self-reflections, evaluations of course engagement, plans and next steps for future engagements (e.g., student-created action plans) Rita-Marie Conrad & J. Ana Donaldson The Phases of Engagement Model Conrad & Donaldson, 2011, p.15-17 Conrad & Donaldson, 2011, pp. 16-18 Barkley, 2010, p. 5 Conrad & Donaldson, 2011, pp. 16-19 Conrad & Donaldson, 2011, pp. 16-21 Conrad & Donaldson, 2011, pp. 16-20 "We should not think of schools as garrisons protecting us from enemies, nor as industries generating human capital. Rather, higher education’s highest purpose is to give all citizens the opportunity to find 'large and human significance' in their lives and work." Michael S. Roth, President of Wesleyan University, "Learning as Freedom" op-ed in The New York Times, September 5, 2012
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