Building High-Functioning Communities of Inquiry with Computer Mediated Communications

Shawna LeBouthil
Mind Map by Shawna LeBouthil, updated more than 1 year ago
Shawna LeBouthil
Created by Shawna LeBouthil over 5 years ago



Resource summary

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