Welcome to the Community of Inquiry Workshop Chapters 1-6
SMART Learning Objectives
![Target Objectives](/uploads/7/0/1/9/70199053/published/learning-objective.jpg?1485543557)
After reviewing the content in this workshop, you should be able to perform the following:
1. Explain the premise of the theoretical foundations within the Community of Inquiry framework.
2. Define Community of Inquiry in regard to e-learning.
3. Describe the broad categories of Social Presence.
4. List the four phases of the Practical Inquiry (PI) model and give examples of activities that occur in each phase.
5. Name the three categories of Teaching Presence and articulate actions that occur within each category.
1. Explain the premise of the theoretical foundations within the Community of Inquiry framework.
2. Define Community of Inquiry in regard to e-learning.
3. Describe the broad categories of Social Presence.
4. List the four phases of the Practical Inquiry (PI) model and give examples of activities that occur in each phase.
5. Name the three categories of Teaching Presence and articulate actions that occur within each category.
![Start Button](/uploads/7/0/1/9/70199053/published/computer-power-button.jpg?1485634069)
Chapter 1 - Introduction
Welcome to the Community of Inquiry (CoI) workshop. This workshop introduces virtual learners to the community of inquiry framework that is core to today’s electronic, or e-learning environment. This web page provides an overview of chapters 2-6 from E-Learning in the 21st Century – A Community of Inquiry for Research by D. Randy Garrison, 2017. This page also contains two YouTube videos of asynchronous and synchronous Blackboard Collaborate sessions that incorporate principles of the community of inquiry framework (Garrison, 2017).
Welcome to the Community of Inquiry (CoI) workshop. This workshop introduces virtual learners to the community of inquiry framework that is core to today’s electronic, or e-learning environment. This web page provides an overview of chapters 2-6 from E-Learning in the 21st Century – A Community of Inquiry for Research by D. Randy Garrison, 2017. This page also contains two YouTube videos of asynchronous and synchronous Blackboard Collaborate sessions that incorporate principles of the community of inquiry framework (Garrison, 2017).
![Theories Written on a Chalk Board](/uploads/7/0/1/9/70199053/published/math-questions-written-on-a-chalkboard-1593664.jpg?1485634084)
Chapter 2 - Theoretical Foundations Overview
Theoretical Foundations outlines concepts, assumptions, and principles that form the theoretical basis of the concept known as the community of inquiry framework within computer based e-learning. In 1938, educational philosopher John Dewey recognized that personal and social interaction generated ideas and constructed meaning through the sharing with others these thoughts and ideas.
Learning cannot be achieved in isolation. A community of inquiry within e-learning embodies thinking and learning as a collaborative approach. Critical thinking and discourse with others is key to a community of inquiry theoretical framework, which is also integrated in some forms of e-learning. Text-based communication, which makes up the majority of e-learning, involves collaborative approaches to thinking and learning and is historically the preferred method of knowledge sharing and storage (Garrison, 2017).
Theoretical Foundations outlines concepts, assumptions, and principles that form the theoretical basis of the concept known as the community of inquiry framework within computer based e-learning. In 1938, educational philosopher John Dewey recognized that personal and social interaction generated ideas and constructed meaning through the sharing with others these thoughts and ideas.
Learning cannot be achieved in isolation. A community of inquiry within e-learning embodies thinking and learning as a collaborative approach. Critical thinking and discourse with others is key to a community of inquiry theoretical framework, which is also integrated in some forms of e-learning. Text-based communication, which makes up the majority of e-learning, involves collaborative approaches to thinking and learning and is historically the preferred method of knowledge sharing and storage (Garrison, 2017).
![Community](/uploads/7/0/1/9/70199053/published/community-innovation-2000x13331.jpg?1485544183)
Chapter 3 - Community of Inquiry Overview
A community of inquiry is a community of learners who collaborate in an electronic learning (e-learning) environment. Within the CoI, learners also assume the role of teacher who engage in discourse to make meaning, generate inquiry, and confirm understanding for the purpose of understanding and application of learned concepts.
The term Community of Inquiry was popularized in 2003 to describe an educational experience. The CoI framework consists of three interdependent presences - social presence, cognitive presence, and teaching presence. When synthesized, the three presences create a sense of identity through focused communication combined distributed learning and teaching among members of the community (Garrison, 2017).
A community of inquiry is a community of learners who collaborate in an electronic learning (e-learning) environment. Within the CoI, learners also assume the role of teacher who engage in discourse to make meaning, generate inquiry, and confirm understanding for the purpose of understanding and application of learned concepts.
The term Community of Inquiry was popularized in 2003 to describe an educational experience. The CoI framework consists of three interdependent presences - social presence, cognitive presence, and teaching presence. When synthesized, the three presences create a sense of identity through focused communication combined distributed learning and teaching among members of the community (Garrison, 2017).
![Online Social Presence](/uploads/7/0/1/9/70199053/published/social-presence.png?1485634097)
Chapter 4 - Social Presence Overview
Social Presence in the community of inquiry facilitates communication within group participation, creates identity, builds trust, and helps develop relationships through interaction and projection of individual personality.
The three broad categories of social presence are open communication, affective communication, and cohesive response. Open communication helps form climate of trust and acceptance that encourages questioning while protecting self-esteem and community acceptance. Affective communication, or emotional climate, is indicated by expressions of respect and welcome using emoticons or capitulation of words. Even written language itself serves as a powerful communicator in the form of message content. Finally, cohesive response is group cohesion that is established by interpersonal behaviors like calling each other by name, or the use of inclusive pronouns such as “we” or “our” (Garrison, 2017).
Social Presence in the community of inquiry facilitates communication within group participation, creates identity, builds trust, and helps develop relationships through interaction and projection of individual personality.
The three broad categories of social presence are open communication, affective communication, and cohesive response. Open communication helps form climate of trust and acceptance that encourages questioning while protecting self-esteem and community acceptance. Affective communication, or emotional climate, is indicated by expressions of respect and welcome using emoticons or capitulation of words. Even written language itself serves as a powerful communicator in the form of message content. Finally, cohesive response is group cohesion that is established by interpersonal behaviors like calling each other by name, or the use of inclusive pronouns such as “we” or “our” (Garrison, 2017).
![Woman Thinking](/uploads/7/0/1/9/70199053/published/cog-presence.png?1485634235)
Chapter 5 - Cognitive Presence Overview
Cognitive presence, which is associated with critical thinking, involves reasoning, judgement, and evaluation to improve thinking. Cognitive presence in the community of inquiry focuses on the four phases of the practical inquiry (PI) model, which is a systematic series of phases that describes cognitive presence.
The first phase is a triggering event, which uses an icebreaker activity associated with the course content to ignite engagement and buy-in from the group. The second is the exploration phase, where the content is incrementally examined and low-threat assessments given to confirm understanding. Third is the integration phase, which is used to construct meaning and application of learned concepts in a real world context. Finally, the resolution phase seeks to resolve any dilemmas or problems and discover solutions to defined problems as well as summarize learned content (Garrison, 2017).
Cognitive presence, which is associated with critical thinking, involves reasoning, judgement, and evaluation to improve thinking. Cognitive presence in the community of inquiry focuses on the four phases of the practical inquiry (PI) model, which is a systematic series of phases that describes cognitive presence.
The first phase is a triggering event, which uses an icebreaker activity associated with the course content to ignite engagement and buy-in from the group. The second is the exploration phase, where the content is incrementally examined and low-threat assessments given to confirm understanding. Third is the integration phase, which is used to construct meaning and application of learned concepts in a real world context. Finally, the resolution phase seeks to resolve any dilemmas or problems and discover solutions to defined problems as well as summarize learned content (Garrison, 2017).
![Virtual Teaching Presence - Cell Phones](/uploads/7/0/1/9/70199053/published/150211-f-uu298-055.jpg?1485638087)
Chapter 6 - Teaching Presence Overview
Teaching presence involves a learning-centered approach to instruction in the form of collaboration between the instructor and learner. There are three categories within teaching presence.
The first is design and organization, which involves the teacher or facilitator using well thought out instructional design methods and ground rules to set curriculum, develop methods of group work, maintain netiquette, and provide macro-level information about course content. The second category is to facilitate discourse within the group. This involves identifying areas of agreement or disagreement, establishing the learning climate, seeking consensus, and acknowledging or encourage learner contributions. The final category is direct instruction, which represents academic leadership within the group used to address specific content issues to diagnose misconceptions. Within the CoI framework, all members have an opportunity to contribute to teaching presence (Garrison, 2017).
Teaching presence involves a learning-centered approach to instruction in the form of collaboration between the instructor and learner. There are three categories within teaching presence.
The first is design and organization, which involves the teacher or facilitator using well thought out instructional design methods and ground rules to set curriculum, develop methods of group work, maintain netiquette, and provide macro-level information about course content. The second category is to facilitate discourse within the group. This involves identifying areas of agreement or disagreement, establishing the learning climate, seeking consensus, and acknowledging or encourage learner contributions. The final category is direct instruction, which represents academic leadership within the group used to address specific content issues to diagnose misconceptions. Within the CoI framework, all members have an opportunity to contribute to teaching presence (Garrison, 2017).
Digitized BB-Collaborate Session #1
To view a video introduction of the Community of Inquiry taught in a asynchronous (no students present) format, click on the YouTube video below. This video provides the Community of Inquiry (CoI) theory, history, and introduces the three over arching principles that make up the CoI framework (Garrison, 2017).
To view a video introduction of the Community of Inquiry taught in a asynchronous (no students present) format, click on the YouTube video below. This video provides the Community of Inquiry (CoI) theory, history, and introduces the three over arching principles that make up the CoI framework (Garrison, 2017).
Digitized BB-Collaborate Session #2
To view a synchronous (interactive - online students present) format, click on the YouTube video below. This video explores the Community of Inquiry (CoI) three over arching principles that make up the CoI framework and suggests ways to apply the three presences to your profession or field of work (Garrison, 2017).
To view a synchronous (interactive - online students present) format, click on the YouTube video below. This video explores the Community of Inquiry (CoI) three over arching principles that make up the CoI framework and suggests ways to apply the three presences to your profession or field of work (Garrison, 2017).
Assessment
To assess your understanding of the concepts presented in this workshop, take the quiz below. This quiz involves application of the learning objectives to challenge your knowledge of Community of Inquiry concepts presented in this workshop. To receive feedback for this assessment, take a screenshot of the below quiz, save it in .jpg format, and email it to: [email protected]. I will review your answers and email you the results.
To assess your understanding of the concepts presented in this workshop, take the quiz below. This quiz involves application of the learning objectives to challenge your knowledge of Community of Inquiry concepts presented in this workshop. To receive feedback for this assessment, take a screenshot of the below quiz, save it in .jpg format, and email it to: [email protected]. I will review your answers and email you the results.
Reference
Garrison, D. R. (2017). E-learning in the 21st century : A community of inquiry framework for research and practice. Abingdon, Oxon ; New York, NY : Routledge
Garrison, D. R. (2017). E-learning in the 21st century : A community of inquiry framework for research and practice. Abingdon, Oxon ; New York, NY : Routledge