1. Developing an Online Presence
October 19, 2012
Diane Onorato
Claudia Matz
Cartoon Source http://kbarnstable.wordpress.com /

2. Agenda:
(Please pick up handouts and complete survey)
Annual
Conference on Distance
Teaching and Learning Madison, WI
August 8-10, 2012
Community
of Inquiry
Creating Presence
Facilitating Presence
Six-Step Change Cycle
Activity
Wrap-up
Next
online Presence
or
presence
Online

3. Presence with a lower case letter:
A presence online
Are you ready to
take your class
beyond Face2Face
to the next level?
Are you ready to
begin to establish a
presence online?

4. Presence with a Capital Letter:
An online Presence =
P
A class with resence
immerses learners in an
illusion that becomes its
own reality:
The students are so
actively and richly
engaged that they forget
that they are online.
Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching. pp. 18-

5. Develop a Community of Inquiry
Social
Presence:
Establishes learners
as individuals and
helps build
interpersonal
relationships that
have a positive
effect on learning.
Online experience
should allow for
collaboration,
negotiation, and
creation.
Cognitive
Presence:
ability to construct
knowledge together
as students engage in
sustained
interactions.
Online experience
should be sustained
and reflective:
critical thinking,
problem-solving
activities, debate.
Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley.

6. Community of Inquiry: Teaching
Presence
Teaching
presence is important
for the creation and sustainability
of a community of inquiry focused
on exploration, integration, and
testing of concepts and solutions.
The
instructor’s creation of a
supportive teaching presence is a
critical element for successful
interaction not only between the
instructor and learners but also
among the learners themselves.
Rita-Marie Conrad and J. Ana Donaldson. Continuing to Engage the Online Learner. (2012). See pages 11-12.

7. All Online Presence Begins With Course Design
1.Preplanning: instructional materials and
assignments are ready, available, and fully functioning
when the course starts
2.Anticipating: prepare and articulate all student
responsibilities and deliverables
3.Prioritize activities and evaluations in the course;
develop the calendar and the rubrics
4.Predict your learners’ needs; establish guidelines
5.Provide and explain the support systems:
 external from Blackboard
 within Mercyhurst University
 from instructor (set up communication
expectations: how, when, best contact methods)
 peer to peer (informal discussion board,
Facebook page, Twitter, peer review
assignments, partners)
Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching.

8. Kathleen Sheridan. “Teacher dispositions in the online classroom.”
Pilot study, 60 students. Distance Teaching and Learning, Madison, WI
(2012). Establishing Teacher Presence: Top 10 Behaviors According
to Students
Communicate:
From the Very
Beginning
1. Write a welcome note to students: balance professional expertise with
some appropriate personal comments so students can relate to instructor.
2. Personalize feedback with student names and specific references.
Mention what you notice: comment, appreciate, praise.
3. Write a personal note to students at least once.
4. Keep response time within 24-48 hrs. and write careful responses for
at least 3 times in the beginning of the course.
5. Open class for students to explore before the course begins.
6. Let students start to talk to each other before the class starts so they
are ready to go when the class starts. Open discussion forums early.

9. Communication =Explain Expectations
Top 10 Behaviors According to Students






due dates and time frame
expectations for discussions
course requirements, outcomes
processes, instructions
use template/clearly organized
navigation
tone matters
Kathleen Sheridan. “Teacher dispositions in the online
classroom.” Pilot study, 60 students. Distance Teaching
and Learning, Madison, WI (2012). Establishing
Teacher Presence: Top 10 Behaviors According to

10. Communication = Provide Feedback
Top 10 Behaviors According to Students
Provide
 clear instructions about how to
participate
 interesting material
 grading rubrics
 timely feedback
 updated calendar
 Don’t assign discussions
if you don’t participate –
Kathleen Sheridan, Associate Provost Academic Programs and Faculty Development, National Louis University.
“Teacher dispositions in the online classroom.” Pilot study, 60 students. Distance Teaching and Learning, Madison, WI (2012).

11. Teaching Presence: Discussion Facilitator
Sharing too much of your own opinion and perspective is
negative to development of critical thinking.
Instead, try the following:
No response after a few days??
add a prompt or give an example of a response that includes necessary
elements of a discussion response (the response could be about a different
topic so as to not sway student thinking, but have all the aspects of an
acceptable post)
•Too vague??
Ask for elaboration/clarification with specific references to what to expand.
•Busy discussion board?? Try weaving.
Weaving points out main points of several learners OR pulls a disorganized or
off-track conversation back to point. This is a good way to demonstrate
presence without targeting particular students and avoiding singling one. Enter
discussion several times to weave and connect responses together.
Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley .

12. Teaching Presence: Discussion Facilitator
Need to direct an off-track
conversation??
provide an actual or real-world
experience narrative illustrating
what others are saying or one
that is on-track.
Conversation dragging or
sounding like crickets??
enter the discussion and plant a counterpoint for consideration OR request
others to think of opposite positions which may not be their own perspective
but which may counter-argue those views which are posted.
Conversation not moving into higher levels of cognition??
Enter the discussion and ask students to think of implications of their reason
or extensions OR to make related evaluations or judgments.
At the end of a discussion, provide a summary of the conversation.
Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley.

13. Obstacles to Overcome in Establishing Presence






The way we think: traditional v. ??
Lack of understanding of what
online learning is
Tendency to be consumed by
online demands
Balancing student needs
with personal boundaries
Funding or support
Technical malfunctions
Source of cartoon is http://learnmore.uncg.edu/blog/bid/97532/Teaching-Online-Is-All-About-Communication
Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching.

14. Advantages of Establishing Presence




Students feel like their needs are being
met and that other learners are
accessible too.
Positive reviews of
instructor and
school
Retention
LEARNING
Lehman, Rosemary and Simone C.O.
Conceicao. (2010). Creating a Sense of
Presence in Online Teaching.

15. Stage A
 State of non-readiness and non-use
 Resistant and have little or no knowledge
 Denial of benefit personally or instructionally
 Technology is another passing educational fad
 May cite lack of access or time as reasons
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology
integration in schools: Implications for professional
development. Computers in the Schools 26(2), 130-146. doi:
10.1080/07380560902906070

16. Stage B

Focus on technology itself or
technology for personal use

Proficient with specific software programs

May be easily impressed with basic
functionalities that others expect

Due to limited knowledge and confidence, often
experience technology-related problems that
they are unable to solve.
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in
schools: Implications for professional development. Computers in the
Schools 26(2), 130-146. doi: 10.1080/07380560902906070

17. Stage C

Have basic understanding of some, not all,
technologies and often use the appropriate
jargon with students and colleagues

View technology as end rather than means

Upon encountering difficulties, discontinue use
and return to traditional instruction

Believe technology is non-essential and is only
supplemental
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology
integration in schools: Implications for professional
development. Computers in the Schools 26(2), 130-146. doi:
10.1080/07380560902906070

18. Stage D

View as an instructional tool rather
than an instructional component

Consider technology an integral part
of the instructional process that cannot easily be
abandoned

Still experimenting with how best to use technology

Provide a great deal of structure for students in the
learning process

Willing to solve minor technological malfunctions
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development.
Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070

19. Stage E

Find it necessary to redefine teaching and
learning after realizing the educational value

Tend to use more varied instructional strategies
and require higher order thinking

Require students to use various technology
applications daily or weekly

Typically request little assistance from tech
support
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools:
Implications for professional development. Computers in the Schools 26(2), 130146. doi: 10.1080/07380560902906070

20. Stage F

View technology as a force that has
significantly changed their teaching

Engaged in active discussions related to
research using, planning for, and
management of instructional technology

Students in these classrooms take active
role in the use of technology to direct their
own learning activities
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development.
Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070

21. Next?