Welcome to the Community of Inquiry Workshop Chapters 10-12, Appendix A&B
SMART Learning Objectives
![Objectives - Target](/uploads/7/0/1/9/70199053/published/bullseye.jpg?1487525762)
After reviewing the content in this workshop, you should be able to perform the following:
1. Explain the relationship technology has with e-learning.
2. Describe the role of assessment in e-learning.
3. List key facets of a sound organizational strategic plan.
4. Name who has the ultimate responsibility for communicating strategic vision when incorporating new e-learning technologies in an organization.
1. Explain the relationship technology has with e-learning.
2. Describe the role of assessment in e-learning.
3. List key facets of a sound organizational strategic plan.
4. Name who has the ultimate responsibility for communicating strategic vision when incorporating new e-learning technologies in an organization.
![Adult Student Taking an E-Assessment](/uploads/7/0/1/9/70199053/published/assessment-and-eval.jpg?1487457254)
Chapter 10 - Assessment and Evaluation Overview
Assessment and evaluation play a critical role in e-learning environments within the community of inquiry. Even though this function is a teaching presence responsibility, it is also critical to establish social and cognitive presences. Although the terms assessment and evaluation are often used interchangeably, they have very different meanings (Garrison 2017).
Assessment involves determining learning processes and outcomes, and can include behavioral competencies, acquisition of skills, applying creative solutions to complex problems, and capacity of involvement within the community of inquiry. Assessment occurs throughout the course, providing formative feedback along the way, and at the conclusion of a course to provide summative feedback to the student from the instructor (Garrison 2017).
Assessment within the community of inquiry functions not only as a means to provide a grade, but as a means to assess collaborative thinking and learning. The community of inquiry itself is an educational transaction that requires continuous feedback assumed by the members who assume a teaching presence role. Formative assessment not only motivates and guides participants, but acts as benching marking that can be drawn upon by each participant within the community (Garrison 2017).
Assessment and evaluation play a critical role in e-learning environments within the community of inquiry. Even though this function is a teaching presence responsibility, it is also critical to establish social and cognitive presences. Although the terms assessment and evaluation are often used interchangeably, they have very different meanings (Garrison 2017).
Assessment involves determining learning processes and outcomes, and can include behavioral competencies, acquisition of skills, applying creative solutions to complex problems, and capacity of involvement within the community of inquiry. Assessment occurs throughout the course, providing formative feedback along the way, and at the conclusion of a course to provide summative feedback to the student from the instructor (Garrison 2017).
Assessment within the community of inquiry functions not only as a means to provide a grade, but as a means to assess collaborative thinking and learning. The community of inquiry itself is an educational transaction that requires continuous feedback assumed by the members who assume a teaching presence role. Formative assessment not only motivates and guides participants, but acts as benching marking that can be drawn upon by each participant within the community (Garrison 2017).
![This Organization Has Issues!](/uploads/7/0/1/9/70199053/published/org-issues.jpg?1487457390)
Chapter 11 - Organizational Issues Overview
Organizations of higher education are adopting online and blended learning at an increasing rate. There is a recognized need to move away from traditional lectures to a model that embraces thinking and learning in a collaborative manner to enhance the learning environment and experience. The challenge for most organizations is developing a vision and strategic plan that promotes progress while adapting to new innovations. Insightful, collaborative organizational leadership is key to meet these challenges (Garrison 2017).
Although many organizations of higher education are making significant investments in online and blended learning, change has been slow due to lack of strategic direction and sustained commitment. A sound organizational strategic plan to introduce and integrate e-learning should include a vision statement, needs and risk assessment, implementation strategies, as well as an infrastructure, support services, and resources plan that contain attainable and realistic goals and that have the support and buy-in of the institution's leaders (Garrison 2017).
Ultimately, it is leadership that is charged with having this strategic vision and a willingness to advocate for change. Along with this vision comes a commitment to action and willingness to make difficult or unpopular decisions what may be met with resistance. To act as change agents, leaders must lead collaboratively. Transformational leadership embodies group and member collaboration, which ultimately mirrors group collaboration and participation found within the community of inquiry (Garrison 2017).
Organizations of higher education are adopting online and blended learning at an increasing rate. There is a recognized need to move away from traditional lectures to a model that embraces thinking and learning in a collaborative manner to enhance the learning environment and experience. The challenge for most organizations is developing a vision and strategic plan that promotes progress while adapting to new innovations. Insightful, collaborative organizational leadership is key to meet these challenges (Garrison 2017).
Although many organizations of higher education are making significant investments in online and blended learning, change has been slow due to lack of strategic direction and sustained commitment. A sound organizational strategic plan to introduce and integrate e-learning should include a vision statement, needs and risk assessment, implementation strategies, as well as an infrastructure, support services, and resources plan that contain attainable and realistic goals and that have the support and buy-in of the institution's leaders (Garrison 2017).
Ultimately, it is leadership that is charged with having this strategic vision and a willingness to advocate for change. Along with this vision comes a commitment to action and willingness to make difficult or unpopular decisions what may be met with resistance. To act as change agents, leaders must lead collaboratively. Transformational leadership embodies group and member collaboration, which ultimately mirrors group collaboration and participation found within the community of inquiry (Garrison 2017).
![E-Learning Future?](/uploads/7/0/1/9/70199053/published/future.jpg?1487457555)
Chapter 12 - Future Directions Overview
Future directions have less to do with technology as they do with providing worthwhile educational experiences. Rapid technological advances in the first part of this century have only served as a catalyst to enhance these worthwhile experiences. The community of inquiry framework has been the dominant theoretical perspective for blended and e-learning research (Garrison 2017).
E-learning has gained a significant foothold in institutions of higher learning. With this, higher education is recognizing the shift from traditional face to face lecture type learning experiences, to the benefits offered by collaborative, worthwhile and meaningful learning experiences unbound by time and distance (Garrison 2017).
Almost two decades of research and practice using the CoI framework have proven a transformational and credible approach to learning and thinking that meets the needs of an evolving knowledge society who is connected 24 hours a day, regardless of location. A future challenge for course designers is to continually improve incorporating social, cognitive, and teaching presence as a basis for all e-learning communities (Garrison 2017).
Future directions have less to do with technology as they do with providing worthwhile educational experiences. Rapid technological advances in the first part of this century have only served as a catalyst to enhance these worthwhile experiences. The community of inquiry framework has been the dominant theoretical perspective for blended and e-learning research (Garrison 2017).
E-learning has gained a significant foothold in institutions of higher learning. With this, higher education is recognizing the shift from traditional face to face lecture type learning experiences, to the benefits offered by collaborative, worthwhile and meaningful learning experiences unbound by time and distance (Garrison 2017).
Almost two decades of research and practice using the CoI framework have proven a transformational and credible approach to learning and thinking that meets the needs of an evolving knowledge society who is connected 24 hours a day, regardless of location. A future challenge for course designers is to continually improve incorporating social, cognitive, and teaching presence as a basis for all e-learning communities (Garrison 2017).
![CoI Survey](/uploads/7/0/1/9/70199053/published/slide-18.jpg?1487523532)
Community of Inquiry Survey Overview
The CoI survey is a development and validation tool for the Community of Inquiry (CoI) framework in online settings. The framework consists of three elements: social presence, teaching presence, and cognitive presence which are surveyed in this 34 item instrument. This survey data gives the ability to review student impressions of the social, teaching, and cognitive presences in the courses that they take at both the course and program level. The resulting data allows for recommendations to improve student satisfaction and course outcomes (Garrison, 2017).
The CoI survey is a development and validation tool for the Community of Inquiry (CoI) framework in online settings. The framework consists of three elements: social presence, teaching presence, and cognitive presence which are surveyed in this 34 item instrument. This survey data gives the ability to review student impressions of the social, teaching, and cognitive presences in the courses that they take at both the course and program level. The resulting data allows for recommendations to improve student satisfaction and course outcomes (Garrison, 2017).
![Shared Metacognition Image](/uploads/7/0/1/9/70199053/published/critical-thinking.jpg?1487525504)
Shared Metacognition Questionnaire Overview
Metacognition is a mix of cognitive and teaching presences. The shared metacognition questionnaire is divided into measuring self and co-regulation intended to help develop strategies supporting deep and meaningful learning approaches (Garrison, 2017).
Metacognition is a mix of cognitive and teaching presences. The shared metacognition questionnaire is divided into measuring self and co-regulation intended to help develop strategies supporting deep and meaningful learning approaches (Garrison, 2017).
Embedded Voice Thread Session (Week #6 Assignment)
The assignment below involved using the application VoiceThread to present the big ideas from chapters 10-12 from the book E-Learning in the 21st Century – A Community of Inquiry Framework for Research and Practice by D. Randy Garrison. Content covered include Chapter 10 – Assessment and Evaluation, Chapter 11 – Organizational Positioning, and Chapter 12 – Future Directions of E-Learning. This presentation encourages "conversations" to facilitate critical thinking, interaction among participants, and to challenge the thinking of others who post (Garrison, 2017).
The assignment below involved using the application VoiceThread to present the big ideas from chapters 10-12 from the book E-Learning in the 21st Century – A Community of Inquiry Framework for Research and Practice by D. Randy Garrison. Content covered include Chapter 10 – Assessment and Evaluation, Chapter 11 – Organizational Positioning, and Chapter 12 – Future Directions of E-Learning. This presentation encourages "conversations" to facilitate critical thinking, interaction among participants, and to challenge the thinking of others who post (Garrison, 2017).
![Student takikng assessment](/uploads/7/0/1/9/70199053/published/kshomepage.jpg?1487530778)
Assessment
To assess your understanding of the concepts presented in this workshop, please take the quiz below. This quiz involves application of the learning objectives to challenge your knowledge of CoI chapters 10-12 concepts presented in this workshop. To receive feedback for this assessment, take a screenshot of the completed quiz in .jpg format and email it along with your name to: [email protected]. I will review your answers and reply via e-mail with your results.
To assess your understanding of the concepts presented in this workshop, please take the quiz below. This quiz involves application of the learning objectives to challenge your knowledge of CoI chapters 10-12 concepts presented in this workshop. To receive feedback for this assessment, take a screenshot of the completed quiz in .jpg format and email it along with your name to: [email protected]. I will review your answers and reply via e-mail with your 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