presentation of how to establish and maintain your online teaching presence

5. Agenda
1. Explore challenges of transitions
2. Teaching Presence
3. COI Model
4. Presence Rubric
5. Development of examples of strategies
6. New strategies of how to improve your
―online presence‖

6. Transitional Issues for Faculty
1. Online Presence 6. Quality
Assurance
2. Changing
Dynamic 7. Accessibility
3. Time Management 8. Legalities
4. Learner 9. Team Processes
Characteristics
10. Systems
5. Technology Complexity
Interface

7. Transitional Issues for Faculty
1. Teaching 6. Quality
Presence Assurance
2. Changing 7. Accessibility
1. Online Presence
Dynamic
8. Legalities
3. Time Management
9. Team Processes
4. Learner
10. Systems
Characteristics
Complexity
5. Technology

8. Why Online Presence matters
to the online learner?
1. Sense of isolation
2. The primary link
3. Someone in control
4. Desire to interact with an
expert

10. Community of Inquiry
(COI)
Social Teaching
Presence Presence
Cognitive
Presence
Garrison, D. R., Anderson, T., & Archer, W. (2000).

11. Social and Cognitive
 Social presence is ―the ability of participants to
identify with the community (e.g., course of
study), communicate purposefully in a trusting
environment, and develop inter-personal
relationships by way of projecting their
individual personalities.‖ (Garrison, 2009)
 Cognitive Presence is the extent to which
learners are able to construct and confirm
meaning through sustained reflection and
discourse (Garrison, Anderson, & Archer, 2001).

12. Community of Inquiry
Social Teaching
Presence Presence
Cognitive
Presence
Garrison, D. R., Anderson, T., & Archer, W. (2000).

13. COI Definition of
Teaching Presence
Teaching Presence is the
design, facilitation, and
direction of cognitive and social
processes for the purpose of
realizing personally meaningful
and educationally worthwhile
learning outcomes.

15. Three COI Components
 Instructional design and organization – planning, design,
structure, interaction, and evaluation e.g., lecture notes, developing
audio/video min-lectures, providing personal insights into course
material, providing a good mix of individual and group activities,
providing guidelines on how to use the learning medium effectively
 Facilitating discourse (building understanding) – ensuring
students are engaged, requires instructor to comment, raise
questions, and make observations to move discussion and keep it
moving, draw out inactive students, limit the activity of dominating
posters if they are detrimental to the learning of the group
 Direct instruction – providing intellectual/scholarly leadership
through sharing subject matter knowledge & expertise, presenting
content, using various means of assessment and explanatory
feedback – facilitator roles is that of content expert who is the
knowledge disseminator to interaction facilitator.
 Refer to: Community of Inquiry Framework doc

17. Online Presence Rubric
Persona Instructional Social
Design
Delivery

18. Online Presence Rubric
Persona Instructional Social
Design
Establishing your online
Delivery “personality”

19. Online Presence Rubric
Persona Instructional Social
Design
The process of “teaching”—
guiding, facilitating, directing
Delivery
learning

20. Online Presence Rubric
Persona Instructional Social
Design
Student-student,
student-instructor interactions
Delivery
Outside of the content domain

21. Online Presence Rubric
Persona Instructional Social
Design
Methods & techniques
Delivery
than can be done during
course construction

22. Online Presence Rubric
Persona Instructional Social
Design
Methods & techniques
Delivery
than can be done during
course delivery

23. Online Presence Rubric
Persona Instructional Social
Design
Delivery

24. Establishing Persona
Attribute Technique
 Begin class with
introductory statements
 Provide clear teaching
 Establish format via syllabus
personality/character  Provide transition
guidance
 Establish your leadership in
the online class  Post relevant/current
content—require as
 Know your students
student activity

25. Persona Models

30. Live Examples
Eliza Richardson: Earth 520
Gerry Santoro: IST 250
Aileen Wang: Art History

32. Table Top Assignment
1. Reflect on your online course.
2. Record a ―presence‖ strategy that you
currently use and record it in a quadrant.
3. Denote a quadrant for desired
improvement.
4. Discuss in small teams (2-3) a strategy to
address your area of desired improvement.
5. Record on sticky pad and paste near
appropriate large pad.