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Hi Everyone,
I agree as Lilian stated regarding initial understanding of blended learning, the job of blended learning is done once online content is setup by the educator. This is where COI framework comes into play. I think of COI framework as holding blended learning environments accountable for their success. COI framework seems to put more details in a saturated understanding of blended learning. It seems to give more concrete guidelines on how to reflect on accomplishing learning outcomes by educators and students.
As an educator, I am slowly evolving from a teacher that used a Smartboard, to posting content online, to now slowly creating online community for learning. Social presence seems to come to life as a high school teacher, some of the face-to-face conversation can sometimes be limited in the classroom. With a blended model the social interaction can be done online and observed and hopefully take place without any force or mark-incentive. This would be ideal.
The cognitive presence can be done in many formats in person or online, alongside the social presence. I could see students reflect and discuss their own improvement and understanding the content and how they are evolving throughout the academic year in many formats. This could be done as a portfolio, journal, blogs, etc.
The teacher presence is a vital one, but as I read the threads above, something resonated with me regarding ownership of learning. As students begin to take ownership of learning, they will embrace any sort of format (face-to-face or online or blended) with great interest. They will not need a full teacher in their presence, but merely their to guide and perhaps occasionally push each student to their full potential. The genius hour is a good example. Students in this format would just need bit of direction, the rest could be just guide or resource to have a teacher present online or in-class.
As a Math and Science teacher, I always struggle to tackle the tangible ways to identify success in such subject content as Blended learning. It always seems to be very superficial. After reading “Assessing social presence in asynchronous, text-based computer conferencing”, I seem to be getting more comfortable with the understanding that computer conferencing researchers have overcome some of these problems. The analytic technology can really aid educators into feeling some of the success of the three areas of COI can be attainable with proof that sit comfortably with new blended educators.
The past E-learning course I took, via online did remind me of some aspects of the COI framework. Of course I have never really taken an full blended course. But the cognitive aspect was felt online a lot. As well the social presence of peers interaction was the most I have seen in any sort of practice. The amount of trust in the students to assess and communicate to their peers to elevate their success in the course was amazing. I fear I may not have the same expectations at a high school setting, but perhaps with the correct training, maturity, and timing, it would work with a blended framework with students high school setting.
I hope by the end of this course, I will have a better understanding of how to implement positive change towards creating a blended experience for my students that will be a tool rather than a burden towards their goals.
It was a great discussion continuing regarding the presence of the teacher in a blended and COI framework. Keep it up
References:
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), 51-70.
