Difference between revisions of "Unit One: Understanding the Learning Community and Online Discourse"

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==Overview of Unit 1==
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[[File:blog.jpg ]]
 
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==Study Guide(5/30-6/4)==
 
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[[Unit 1 Study Guide]]
==Study Guide==
 
===Educational experience as a collaborative communication===
 
Social context affects the nature of learning activities and outcomes (Resnick, 1991). Limpman (1991) notes the importance of community in higher-order thinking. He describes a community of inquiry as context for educational experience if critical thinking is made easy. Garrison and Archer(2001) view an educational experience as a collaborative communication process for building meaningful knowledge. They said that collaboration is regarded as an essential aspect of cognitive development since cognition cannot be separated from social context. The cognitive element is closely connected to the social element. Vygotsky (1978) said social interaction plays a fundamental role in the development of cognition. He (1978) states "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people and then inside the child. This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (p57).
 
   
 
===Community of inquiry model===
 
 
 
As the communication in a computer conference is different from a face to face situation and use text based message, teaching presence is needed for supporting critical thinking. Anderson & Garrison (1995) said that instructional design and the effective use of technology is of the greatest importance in achieving quality of learning results. The community of inquiry framework includes the three essential elements - teaching presence, social presence and cognitive presence.
 
Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes. Anderson, Rourke, Garrison, and Archer (2001) identify knowledge hidden in the data from the actual interactions between and among students and on-line teachers as they develop and facilitate learning activities. They examined messages for their contribution to three critical functions of the online teacher - designing learning activities, establishing an active learning community, and providing direct instruction. These tools (analysis of the transcripts) help teachers to assess their own postings and value feedback. Also, it can be used for research to diagnose problems in on-line teaching.
 
Rourke, Anderson, Garrison, and Archer (2001) state social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as 'real people.' They found instructional media such as computer conferencing enrich high levels of student-student and student-teacher interaction. They can support models of teaching and learning that are highly interactive with the ideal of learning community.Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication. Garrison, Anderson, and Archer (2001) mention a core concept in defining a community of inquiry is cognitive presence. The practical inquiry model use cognitive presence for the purpose of developing a tool to assess critical discourse and reflection.
 
 
 
  
 
==Activities==
 
==Activities==
  
 
===You Tube===
 
===You Tube===
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Watch the following videos and respond to questions.
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Rethinking Education[[http://www.youtube.com/watch?v=5Xb5spS8pmE]]
 
Rethinking Education[[http://www.youtube.com/watch?v=5Xb5spS8pmE]]
  
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[[Respond to these questions]]
  
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===Reading===
  
  
===Readung===
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Now, read these articles about the Online Learning Community and share your thought in Discussion.  
 
 
 
 
Now, read these articles about differentiated instruction.
 
 
 
*[[Media:Unit_1-a.pdf]] "" (2007) by Jennifer Carolan and Abigail Guinn. This article introduces teachers to the idea of DI and addresses some issues as to why some teachers may be hesitant to try DI in their classrooms. Carolan and Guinn (2007) observed classrooms in which DI was occurring and recognized four common features: 1) offering personalized scaffolding; 2) using flexible means to reach defined ends; 3) mining subject-area expertise; and 4) creating a caring classroom in which differences are seen as assets.
 
 
 
*[[Media:Unit_1-b.pdf‎]] "" (2008) by Holli M. Levy. This article addresses the connection between DI and national and state standards. Levy (2008) states, “The core of differentiated instruction is flexibility in content, process, and product based on student strengths, needs, and learning styles” (p. 162). Levy (2008) also addresses assessments, student grouping, and tiered assignments (see examples in Unit 4) in terms of DI.
 
 
 
===Discussion===
 
 
 
 
 
==References and Resources==
 
 
 
 
 
 
 
  
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*[[Media:Unit_1-a.pdf]] "Critical inquiry in a text-based environment: computer conferencing in higher education" (200l) by Garrison, D. R., Anderson, T., & Archer, W.
  
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*[[Media:Unit_1-b.pdf‎]] "Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues" (2009) by Amhag, L. & Jakobsson, A.
  
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===[[Discussion]]===
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Consider the following questions:
  
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1. The Community of Inquiry Model provide the idea that we can create the processes that are important in traditional learning environments in online environments. What are the strengths of the model? What, if anything, is weakness?
  
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2. How do you think these changes in social interaction affect cognitive learning processes and outcomes? What roles does the teacher should play in facilitating a learning community ?
  
  
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[[File:Discussion_1-1.jpg]]
  
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==References and Resources==
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Amhag, L. & Jakobsson, A. (2009). Collaborative learning as a collective competence when students use the potential of meaning in
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asynchronous dialogues. Computers & Education 52 ,656–667
  
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Anderson, T. D., & Garrison, D. R. (1995). Critical thinking in distance education:Developing critical communities in an audio teleconference context. Higher Education,29, 183 - 199.
  
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Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment, Journal of Distance Education, 14(3), 51-70.
  
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Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking and Computer Conferencing:A Model and Tool to Assess Cognitive Presence. American Journal of Distance Education
  
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Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education 2(2-3), 87-105
  
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Resnick, M. (1991). Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. Constructionism, eds. Idit Harel and Seymour Papert.
  
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Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3),50-70.
  
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Lippman, M. (1991). Thinking in Education. Chapter 1. Cambridge University Press.
  
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Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
  
== Navigation: ==
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== Navigation ==
  
 
[[Sun Hee Seo's Portfolio Page]]
 
[[Sun Hee Seo's Portfolio Page]]
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Return to [[Essential Guild to Online Teaching ]]
 
Return to [[Essential Guild to Online Teaching ]]
  
Unit 1: Understanding the Learning Community and Online Discussion
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Unit One: Understanding the Learning Community and Online Discussion
  
[[Unit 2: Identifying Useful Communication Tips]]
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[[Unit Two: Identifying Facilitating Discourse Tips]].
  
[[Unit 3: Implementing Class Management Plan]]
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[[Unit Three: Implementing Class Management Plan]]

Latest revision as of 11:49, 4 May 2011

Blog.jpg

Study Guide(5/30-6/4)

Unit 1 Study Guide

Activities

You Tube

Watch the following videos and respond to questions.

Rethinking Education[[1]]

Respond to these questions

Reading

Now, read these articles about the Online Learning Community and share your thought in Discussion.

  • Media:Unit_1-a.pdf "Critical inquiry in a text-based environment: computer conferencing in higher education" (200l) by Garrison, D. R., Anderson, T., & Archer, W.
  • Media:Unit_1-b.pdf‎ "Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues" (2009) by Amhag, L. & Jakobsson, A.

Discussion

Consider the following questions:

1. The Community of Inquiry Model provide the idea that we can create the processes that are important in traditional learning environments in online environments. What are the strengths of the model? What, if anything, is weakness?

2. How do you think these changes in social interaction affect cognitive learning processes and outcomes? What roles does the teacher should play in facilitating a learning community ?



Discussion 1-1.jpg

References and Resources

Amhag, L. & Jakobsson, A. (2009). Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues. Computers & Education 52 ,656–667

Anderson, T. D., & Garrison, D. R. (1995). Critical thinking in distance education:Developing critical communities in an audio teleconference context. Higher Education,29, 183 - 199.

Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment, Journal of Distance Education, 14(3), 51-70.

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking and Computer Conferencing:A Model and Tool to Assess Cognitive Presence. American Journal of Distance Education

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education 2(2-3), 87-105

Resnick, M. (1991). Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. Constructionism, eds. Idit Harel and Seymour Papert.

Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3),50-70.

Lippman, M. (1991). Thinking in Education. Chapter 1. Cambridge University Press.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Navigation

Sun Hee Seo's Portfolio Page

Return to Essential Guild to Online Teaching

Unit One: Understanding the Learning Community and Online Discussion

Unit Two: Identifying Facilitating Discourse Tips.

Unit Three: Implementing Class Management Plan