elearning in the 21st century chapter 1-6 review
SMART LEarning objectives
Learning Objectives for Chapter 1-6
Upon completion of this content you should be able to:
—Describe history of the development of e-Learning
--Describe the Community of Inquiry
—Describe the three presences which make up the framework of the Community of Inquiry
Upon completion of this content you should be able to:
—Describe history of the development of e-Learning
--Describe the Community of Inquiry
—Describe the three presences which make up the framework of the Community of Inquiry
CHAPTER 1: INTRODUCTION
Chapter 1 reviews how Information and Communication technologies have made the world of eLearning and Online learning possible and available to people from all areas of the globe. It is important to note however, that the increase of technology is not the only driving force leading to an increase in the creation and deliver of eLearnings. The world of online learning has received a considerable boost based on the education systems deliverables. (Garrison, 2017) These deliverables include creating a collaborative learning and thinking approach to education that is sustainable over time and space.
CHAPTER 2: THEORETICAL FOUNDATIONS OVERVIEW
Chapter 2 begins the Conceptual Framework, which will explicate the foundational assumptions, and perspectives upon which the book is based (Garrison, 2017). The first item tackled here is the idea that the book is written from a collaborative constructivist view of teaching (Garrison, 2017). The discussion is the furthered by expanding on the idea of the lonely learner. The book discusses and reveals the fact that no one ever learns alone. As human beings, communication is our preferred method of learning. The words written on the pages of a book were put there by someone with the hopes that someone else will read those words and complete the other half of the learning equation.
CHAPTER 3: COMMUNITY OF INQUIRY OVERVIEW
Chapter 3 provides an introduction to and overview of the Community of Inquiry. The Community of Inquiry, or CoI as it will be referred to for the remainder of the workshop, is both a theory and framework for creating interactive online learning experiences. This chapter introduces the framework of the CoI as a combination of Social Presence (the need to be a part of the group), Cognitive Presence (the need for knowledge and self-actualization) and Teaching Presence (the guiding light through the journey of learning) (Garrison, 2017).
CHAPTER 4: SOCIAL PRESENCE OVERVIEW
Chapter 4 brings to light the need of the learner to feel as though s/he is a part of something. The learner needs to feel as though s/he is more than just words on a discussion board (Garrison, 2017). Special consideration needs to be given to the sense of community that is created, or not created. The social aspect plays a critical role in the requirements for the other aspects of the CoI. Without a good Social Presence you cannot had meaningful discourse. One way that this can be done is by modeling the ideal behaviors needed for the course. The person modeling the behavior might be the instructor or, as we will learn later, another participant.
CHAPTER 5: COGNITIVE PRESENCE OVERVIEW
Chapter 5 introduces the Cognitive Presence is the presence which focuses on the learner’s understanding of the material and their ability to create a deep understanding. As described here, the Cognitive Presence is closely associated with critical thinking and the concept built upon in the book is derived from Dewey’s reflective thinking model (Garrison, 2017). This chapter also discusses the integration of the Practical Inquiry model for course creation. This model argues that in order to create a strong Cognitive Presence an eLearning should have a triggering phase, (which hooks in the learners), an exploration phase (which allows the learners to consider the new ideas), an integration phase (which allows the learner to make meaning of the new information) and a resolution phase (which allows learners to apply the learned concept to their life).
CHAPTER 6: TEACHING PRESENCE OVERVIEW
Chapter 6 introduces the final presence of the CoI framework, the Teaching Presence. This presence focuses on creating the needed guardrails for the eLearning. The key to this presence is that the Teaching Presence needs to be distributed to all participants and that all participants are required to actively engage in shaping the thinking and learning experiences (Garrison, 2017). This allows each of the participants to engage in the learning and, in turn, it encourages a stronger sense of community. It is important to note, that this does not absolve the facilitator or course creator from close monitoring of student progress. The traditional role of the teacher will also need to be employed to ensure the anticipated outcomes are obtained.
DIGITIZED BB-COLLABORATE SESSION #1
The video below is a copy of the week two session presented in Blackboard and recorded using Camtasia. The presentation highlights Chapter 1-3 of the book, "ELearning in the 21st Century" by D. Randy Garrison.
DIGITIZED BB-COLLABORATE SESSION #2
The video below is a copy of the week two session presented in Blackboard and recorded using Camtasia. The presentation highlights Chapter 2-6 of the book, "ELearning in the 21st Century" by D. Randy Garrison.
References
Garrison, D. Randy (2017). E-learning in the 21st century: A community of inquiry framework for research and practice. (3rd ed.). New York: Routledge