PBL1 Topic 4 Presentation

Rani

I started off as a seedling, eager to "absorb" the "light" and nourishment. I will be leaving as a fruit with seeds of my own that I will share with my colleagues.

I will use the theory, research and practical experience that I have acquired to collaborate with my colleagues in the “organic” conceptualization, design and implementation of online and blended courses that foster “fruitful” learning experiences through the use of carefully selected digital resources, activities and technologies, including social and participatory media.

Topic 4:

Design for Online and Blended Learning

Erik

I've learned that I was putrefying in the shadow of the cathedral, embracing the romantic idea of the single contributor and the lone teacher.

Now it is time to ripen and have fun in the bazaar, to unleash the powers of cooperation!

I will reformulate this insight from Erik S. Raymond and share the experience in my growing network.

Shin Dee

What have you learned?

Pernilla

Each member of our PBL-1 group is depicted as an apple.

What are our thoughts on designs for online and blended learning?

I love online/blended learning! Of course there are pitfalls but it gives you so much freedom. I hope to keep learning about this with people from all over the world.

I coordinate an online blended course and I will use what I have learned here to:

• Develop stronger communities. Hopefully :)
• Have more synchronous sessions.
• Work towards collaboration.
• Explore other tools for online learning.

Denise

I wish to share the tree of knowledge with my student group, which consists of undergraduate nursing students (year 1-4). In our community we range in age from 18-55+ years. Represented in our learning community are over 40 different nationalities and we are 160 members strong. We feel our diversity adds to the richness we experience each day as we share and learn together how to care for others.

The Art & Science of Nursing

Caring transcends national boundaries, religion, language and culture. The hands and heart of a nurse consider each human soul as this planets greatest treasure. The eyes of a nurse patiently wait as the pain & suffering of others is revealed and remains transfixed and constant, no matter the horror nor situation. The feet of a nurse carry hope & love to the forgotten as vessels of compassion. The spirit of a nurse is her greatest treasure as it lights the way. When hope and faith are lost there love remains and too, the nurse.

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Johan

Communities of Inquiry (CoI) & Communities of Practice (CoP)

Jenny

What the online design have enabled me to do/learn

Tore

• Building community is essential for online learning:
• fostering a CoI through social, cognitive, teaching presence
• designing a community of inquiry to establish and sustain a learning environment of trust ("social presence"), foster sustained reflection and discourse ("cognitive presence"), and provide direction and cohesion ("teaching presence") (Vaughan et al., 2013, p.12).
• shared responsibility: "The pioneering innovation of virtual communication and community requires both teacher and student to engage, interact, and contribute to learning in new ways" (Vaughan et al., 2013, p.14).
• How does CoI relate to CoP, a powerful way for thinking about learning organizations: "groups of people informally bound together by shared expertise and passion for a joint enterprise" (Wenger & Snyder, 2000, p.139).
• CoPs can become self-sustaining: what can we learn from this theory to strengthen CoIs?

Face-to-face and Online learning

By joining this course I have increased my digital literacy and have experienced a successful online collaboration. The design have enabled me to be a part of "a small course" with participants from different parts of the world working together and simultaneously on joint assignments. It has enabled us to freely test different approaches and online-tools to complete the tasks at hand.

I will build on this knowledge to be able to successfully design the courses in our distance/blended master program so that the students will have a similar positive experience regarding online learning as I have had.

Building a community of inquiry

Vaughan et al (2013):

• Face-to-face = Synchronous; Text-based = Asynchronous
• Is this necessarily so?

Vaughan et al (2013):

• Blended learning sustains academic communication over time and enables thoughtful reflections and responses = cognitive presence
• Blended learning and social presence (Salmon's Five Stage Model
• Blended learning and teaching presence (Salmon's Five Stage Model

Community of Inquiry Framework/Model

According to 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.

This model helps learners experience lifelong learning through the overlapping of three concepts/presences depicted here as roots.

Course Design

Key Features:

Face-to-face

Blended

Online

Group work

Individual work

Nourishments

Framing

Supporting

Facilitating

Scaffolding

Pedagogy

"The most important component when creating a community of inquiry is not the pedagogical choices nor tools we use but the level of engagement toward the advancement of knowledge."

(Martha Cleveland-Innes, 2017)

Teaching Presence

Facilitates activities

Social Presence

Design and direction of the learning journey using cognitive and social presence

Self expressing

Learning climate

Group collaboration

Social presence: participants can show themselves as real people through emotion and genuine interaction. When we (facilitators) are socially present and genuine, the students can also be socially present.

Cognitive Presence

Information exchange

Using your Intellect- the extent to which learners can engage cognitively in a community.

Practical inquiry model