Presentation at EuroCAT Workshop
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Coll, Bustos & Engel presentation at EuroCat-CSCeL Workshop, Barcelona 5-6th February 2010
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Presentation at EuroCAT Workshop
- 1. THE STUDY OF DISTRIBUTED TEACHING PRESENCE IN CSCL SETTINGS: temporal and organisational considerations C. Coll, A. Bustos & A. Engel EuroCat-CSCeL Workshop 5-6th February 2010
- 13. Gracias por su atención THE STUDY OF DISTRIBUTED TEACHING PRESENCE IN CSCL SETTINGS: temporal and organisational considerations C. Coll, A. Bustos & A. Engel [email_address] www.psyed.edu.es/grintie
- 14. Structural Analysis EuroCat-CSCeL Workshop
- 15. Structural Analysis EuroCat-CSCeL Workshop Hypothesis: Participants with an Access Pattern that includes either long periods or relatively long periods without any access are unlikely to exercise any educational influence, bearing in mind that this makes it difficult to follow the contribution of the other participants and offer adjusted support.
- 16. Structural Analysis EuroCat-CSCeL Workshop Examples of participants’ activity profiles
- 17. Content Analysis EuroCat-CSCeL Workshop
Editor's Notes
- First of all I want to thank your kind invitation to present our approach for the study of Distributed Teaching Presence.
- I will present a model for the analysis of Distributed Teaching Presence in online learning environments. More concretely, I’ll introduce DTP as a relevant concept for understanding some aspects related with teaching and learning in these environments. Furthermore, I will also include some references to our methodological approach for the study of DTP that combines the “structural analysis of the participants’ activity” with “content analysis of the participants’ contributions”. Introducing this approach, our proposal will be to discuss some issues identified by the organizers such as: the relevance of the temporal analysis , the relevance of organisational aspects of the activity and the contextualized and situated nature of awareness tools .
- From our perspective Individual and collective learning take place thanks to the educational influence of others. Then, we understand DTP as the set of supports provided by the participants –the teacher and the students- throughout the course of the join activity to promote the cognitive and social processes for realizing meaningful learning
- There two relevant components of DTP: First, the fact that supports can vary their modality, quality, quantity, intensity and distribution over time And Second the condition that support is delivered throughout the process and in such a manner that is contingent to the task and closely related to organisation and meaning negotiation of the participants
- With this perspective in mind, we identify two complementary data sources to analyze DTP ( of course, as Sanna said yesterday, in adittion to interviews, products, and so on…), : the participants’ activity in the digital context and the relevance of their contributions . On the one hand , Structural analysis is related with aspects as Access and continuity, participation and continuity in writing and reading and connectivity understood as answers between participants, reciprocity and responsiveness. As in your proposal, Niki, These aspects are partially related with Social Network Analysis. On the other hand, we analize the participants`contribution via content analys using Atlas.ti and our system of categories related with: management of social participation, academic task and meanings.
- While structural analysis informs us about the potential degree of exercise of teaching presence, content analysis, following the map drawn by structural analysis allows us to verify whether participants identified as potential carriers of the teaching presence are real carriers of teaching presence. Next, we will present a number of aspects that, following the results we have obtained in our research, appear relevant to address the questions proposed in this seminar
- the identification of topic and meaning-based threaded discussions -always longitudinally displayed- is one of the most relevant issues to the study of knowledge construction process in digital environments
- the identification of topic and meaning-based threaded discussions -always longitudinally displayed- is one of the most relevant issues to the study of knowledge construction process in digital environments
- In other words, the effort that participants must do in order to organize their activity cannot be separated from the efforts they must undertake with the purpose of constructing shared meanings.
- Although we have recently started with this issue, our approach for the analysis of DTP allow us to think in some relevant aspects:
- But in our case we calculate the indexes of these aspects taking into account the duration of the activity, the requirements, the phases. For instance, we identify the Individual Access Index, the Access Pattern or the Indiviudal Contribution Pattern. I think that in contrast with your approach, Niki, in our case the activity over time is very relevant. For each one of these indexes we have an hypothesis related with distributed teaching presence, for instance [leer] Furthermore, from our perspective none of these indexes is relevant by it self because we are interested in the participants’ activity profile it means that we define some criteria and to identify which participants meet these criteria related with pontential distribution or Teaching Presence.
- The management of social participation…. The