[Leslie BarkerParticipant]

Hi William:
The COI model indicates the teaching presence is meant to include the processes of both the identified ‘teacher’ (or teacher of record) as well as the learners. Do you have any examples of how the learners in your previous experiences have provided design, facilitation, the direction of cognitive and/or social processes, or direct instruction?
Leslie

[Leslie BarkerParticipant]

Hi Merica:
Sorry for the confusion – jet lag! I thought you were referring to the survey in the appendix of the text which is similar to the one Norm gave us at the beginning of this term. I’ll have a second look now that I realize what you are referring to (I see it has a linked tab on this site as well) and add any thoughts once I’ve reviewed. Thanks!
Leslie

[Leslie BarkerParticipant]

Hi Merica:
I don’t have any experience about doing this online, but the survey is very similar to the needs assessment I do in my face to face trainings. We send it out with the registration form as part of their registration. That is usually motivating enough as they want to take the course. I would caution the wording however so it doesn’t feel manipulative – perhaps: Thank you for your interest in the online course on the basics of teaching English. Please complete the following registration form and short survey to give me a better understanding of your expectations for the course. Once I have received the forms, you’ll be sent a confirmation of registration.” or something like that.
I do share a high level summary of the results at my first session and then have them talk to a partner, then introduce themselves to start to build an atmosphere of safety for learning. As you mentioned this was research, it may not be doable. Is this something you think might be adaptable to work online? You mentioned a full curriculum – perhaps it could be posted for them to have a look at if you have a site that they check into.
Good luck,
Leslie

[Leslie BarkerParticipant]

Hi Rob and all – my thoughts to the questions posed:
1. The COI framework helps us truly understand that blended learning is not just about moving components of an existing training online, but rather, completely rethinking the design, structure and implementation of programs that incorporate both face to face and online/asynchronous components, in a way that respects and reflects best practices in education and learning.
2. I’m excited to discover this model, and it is particularly timely for me as we are testing the training model for a global parenting education program in addition to conducting this same training within my workplace with staff across the province. These two environments present similar challenges albeit on different scales. They have in common increasing scrutiny of the time and financial costs of training, and the need to be able to reach all participants in many locations. There is increasing administrative pressure to have all training ‘online’ but not always with thought to the design, best practices in adult education, nor the consequences of what is lost in eliminating face-to-face interaction for staff who will be working together. I believe ‘blended learning’ may be what we have been looking for.
The programs I’m involved with have been heavily influenced by literature on experiential learning. In particular, Kolb’s (1984) Experiential Learning Cycle, has been an extremely helpful approach for working with parents – effectively ‘drawing from’ their reflections on their experiences with their children versus ‘telling to’ or didactically lecturing them on what to. I see allusions to this in the practical inquiry model of the COI’s Cognitive Presence (Garrison, Anderson and Archer, 2001). In our programs, we strive to set a safe learning environment for all participants, whether they be facilitators, parents or children as we know this is a fundamental requirement for how people (adults and children) learn (Knowles, Holton & Swanson, 2005; National Scientific Council on the Developing Child, 2004). I see these elements reflected in the Social Presence component. Finally, the Teaching Presence is, as others have mentioned, the glue that holds the process together. However, I really appreciate the emphasis on “teaching presence and not teacher presence” (Vaughn, Cleveland-Innis & Garrison, p 14) as again this resonates with the approaches my practice takes in helping parents and facilitators learn from each other through experiential activities, small group work, and discussions.

3. I can’t say that I have experienced a true blended learning experience to this point. I certainly have had synchronous/asynchronous sessions in the MEd program. but as I’m just completing the old GDER program, I haven’t had the same experience as many of the current cohort. I have tried to plan my courses to take a mix of online and face to face; but I have not had the experience of having both those elements in one class. I’ve already started with a small experiment with blended learning at work. We are just finishing a staff training in Positive Discipline and our last session is next week following an extended break. Before disbanding for the holidays, we agreed to sending out some information to prepare them for the next topic (adolescent development and problem-solving). I sent out an email this week with a ‘welcome back’ message, a self-reflection activity, a link to a podcast of CBC: The Current’s recent interview with Dr. Frances Jensen on the Teen Brain with a couple of guiding questions that we’ll use to start the discussion about problem-solving with adolescence in the face to face session. This will replace the planned lecture on the topic. I’m excited to see how it was received and look forward to lots of questions and (hopefully) insights.

References:
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1). 17-23.
Knowles, M., Holton, E. & Swanson, R. (2005). The adult learner. Burlington, MA: Elsevier.
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Retrieved from http://academic.regis.edu/ed205/Kolb.pdf
National Scientific Council on the Developing Child (2004). Young Children Develop in an Environment of Relationships: Working Paper No. 1. Retrieved from http://www.developingchild.harvard.edu
Vaughan, N.D., Cleveland-Innes, M. & Garrison, D.R. (2013). Teaching in blended learning environments: creating and sustaining communities of inquiry. Athabasca: Athabasca University Press. Retrieved from http://www.aupress.ca/index/php/books/120229

Leslie

[Author]

Posts