3091032
Descripción
Mapa Mental por Shawna LeBouthil, actualizado hace más de 1 año
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Creado por Shawna LeBouthil
hace casi 10 años
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Building High-Functioning
Communities of Inquiry with
Computer Mediated Communications
- Creating a Sense of Community
- Constructivist Pedagogy
- Develop a common ground by
sharing experiences, thoughts,
ideas, and knowledge
- Feelings of connectedness and
belonging enhances opportunities for:
- Collaboration
- Reflective discourse
- Knowledge construction
- Higher-order thinking
- Increased
transferability
of knowledge
- Collaboration
- Important for learners to understand
the differences between F2F and
online interactions
- Essential that learners are
aware of academic goals of
the community of inquiry
- Develop a common ground by
sharing experiences, thoughts,
ideas, and knowledge
- Constructivist Pedagogy
- Asynchronous
Discussion
Forums
- Constructivist Pedagogy
- Requires collaboration and ownership
of learning and the environment
- Instructor's Role
- Model appropriate discourse
and communication ettiquette
- Protect the learning
environementy
- Recognize and address
barriers/issues in a timely manner
- Inappropriate behavior
- Lack of participation
- Learner specific needs: English
illiteracy, limited access to
technology, ADD, ASPD
- Inappropriate behavior
- Recognize and address
barriers/issues in a timely manner
- Establish a safe and
trusting learning
environment
- Model appropriate discourse
and communication ettiquette
- Instructor's Role
- Instructor as a Moderator
and Facilitator of Learning
- Various Roles of the instructor
- Clear participation
expectations
- Clear grading process
- Clear learning objectives for
each forum, relate objectives
to course learning objectives
- Ensure instructor
presence is perceived
- Ensure the majority
of communication is
between learners
- Encourage active listening and
reflective response
- Remain flexible with discussion direction, redirect if
conversation veers significantly from learning objectives
- Encourage debate and
alternative perspectives
- Ask thought provoking,
crticial-thinking questions
- Encourage active listening and
reflective response
- Invite guest speakers to
participate in discussions
- Summarize discussions to
ensure understanding
- Clear participation
expectations
- Caution with K-12 Learners
- Emphasis on teaching digital citizenship
- Instructors should model
suitable behaviors,
- Moderate social
interactions
- Encourage learners to take ownership of
learning and learning environment
- Instructors should model
suitable behaviors,
- Emphasis on teaching digital citizenship
- Balance of social, teaching and cognitive presence
- Frequencies of presence
shift as discussion evolve
and experience is gained
- Learners desire teacher presence and often base presence
on frequency of direct interaction (feedback)
- Learners desire reinforcement of learning and expect that
instructors will challenge and push them academilcally
- Learners desire reinforcement of learning and expect that
instructors will challenge and push them academilcally
- Frequencies of presence
shift as discussion evolve
and experience is gained
- Various Roles of the instructor
- Learner Expectations
- Support thoughts, ideas and opinions with evidence-based rationale
- Prepare by completing assigned readings and learning activities
- Succinctly articulate arguments and ideas in a paragraph or two
- Proof read and edit all postings for spelling, grammar and completeness
- Introduce new ideas and alternative perspectives
- Build on other’s ideas or posts by adding new knowledge or context
- Share experiences
- Actively listen and reflect, disagreement is encourage, but remember to
substantiate debatable ideas with evidence-based rationale and examples
- Offer advice and feedback, remember to include equal
amounts of positive and constructive feedback
- Seek feedback and be
gracious when received
- Support thoughts, ideas and opinions with evidence-based rationale
- Requires collaboration and ownership
of learning and the environment
- Constructivist Pedagogy
- Appreciative Leadership
- Aims to satisfy indivdiual's
needs for high-performance
- Sense of
belonging
- Feeling valued
for contributions
- Knows the
communities
direction
- Knows
excellence is
expected
- Contributions are
for a greater good
- Sense of
belonging
- Encourages meaningful dialogue
and the sharing of stregnths
- Five Areas of
Relational Practice
- INQUIRY: Active listening, valuing others opitions
- INSPIRATION: Encourage the sharing of
stories to reach a common goal and vision
- INTEGRITY: Provide clear
expectations and lead by example
- ILLUMINATION: Assist others to recognize strengths and needs
- INCLUSION: Build relationships, create a sense of belonging by
requesting and accepting alternative perspectives
- INQUIRY: Active listening, valuing others opitions
- Aims to satisfy indivdiual's
needs for high-performance
- Role of Lurkers
- Reasons for Lurking
- To become acquainted (“test
out”) with the community
- Feelings of intimidation and
inadequate to post or respond
- Limited content knowledge or major
points have already been discussed
- Limited knowledge of the
moderating technology
- To become acquainted (“test
out”) with the community
- Clear expectations and guidelines can
encourage lurkers to post
- Lurkers will eventually post once
a sense of belonging is achieved
- Conflicting Research on the
Benefits of Lurking
- Opposition of Lurking
- Less satisfied with learning community experience
- Poor knowledge retention
- Limited deep reflection and high-order thinking
- Less opportunity for instructor support
- Less satisfied with learning community experience
- Proponents of Lurking
- Feelings of shared understanding
- Common learning goals and expectations
- Perceived knowledge contruction
- Feelings of shared understanding
- Opposition of Lurking
- Reasons for Lurking
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