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SloanC Emerging Technologies Presentation April 8
- 1. The Human Element: A MOOC on the Community of Inquiry Sloan-C Emerging Technologies Conference Whitney Kilgore Samantha Duque April 9th
- 2. The Human Element: An Essential Online Course Component
- 4. “A critical community of learners, from an educational perspective, is composed of teachers and students transacting with the specific purposes of facilitating, constructing, and validating understanding , and of developing capabilities that will lead to further learning.” -Garrison and Anderson Understanding the Community of Inquiry
- 5. Roles Role of Facilitator Wayfinding Amplifying Curating Aggregating Filtering Modeling Staying Present Role of Learner Autonomous Self Organize Connect with Peers Peer Support Creation Sharing Build Personal Network
- 8. The Human Element: Essential Online Course Component
- 9. Participation Discussion Posts Active Participants # of submissions Files
- 10. Learner Demographics RQ: What are the learner demographics of the individuals that enrolled in the MOOC and why did they enroll?
- 11. Educational Background 4 year degree 2% Some graduate school 7% Master Degree 55% Doctorate Degree 36%
- 13. MOOC Experience 0-1 59% 2-3 25% 4-5 11% 6-8 5% How many MOOCs have you participated in?
- 14. Online Teaching Experience Yes 74% No 26% Do you currently teach online classes?
- 15. Instructor Presence RQ: What kind of teaching methods and tools assist in increasing instructor presence?
- 17. Announcements
- 18. Sense of Community strongly disagree 0% disagree 0% neutral 9% agree 59% strongly agree 32% Instructor actions reinforced the development of a sense of community among course participants.
- 19. Using Video Instructor Introductions to enhance instructor presence
- 20. Helpful strongly disagree 2% disagree 0% neutral 17% agree 51% strongly agree 30% The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.
- 21. Using VoiceThread to enhance the Community of Inquiry
- 22. Cognitive Presence RQ: How did the community of inquiry inform the activities and interactions in the MOOC?
- 23. Curiosity Piqued strongly disagree 0% disagree 2% neutral 9% agree 51% strongly agree 38% Course activities piqued my curiosity.
- 24. Motivation strongly disagree 0% disagree 0% neutral 9% agree 53% strongly agree 38% I felt motivated to explore content related questions.
- 25. Discussions strongly disagree 0% disagree 7% neutral 9% agree 50% strongly agree 34% Online discussions were valuable in helping me appreciate different perspectives.
- 26. Knowledge Applicability strongly disagree 0% disagree 0% neutral 7% agree 49% strongly agree 44% I can apply the knowledge created in this course to my work or other non-class related activites.
- 27. TED Ideas worth spreading
- 28. Social Presence RQ: How can social media be used to increase social presence in an online classroom?
- 29. Online Tools strongly disagree 0% disagree 0% neutral 11% agree 55% strongly agree 34% Online or web-based communication is an excellent tool for social interaction.
- 30. Comfort with Tools strongly disagree 0% disagree 9% neutral 9% agree 49% strongly agree 33% I felt comfortable conversing through the online tools.
- 33. Creator of “Explain Everything” Dr. Reshan Richards
- 34. #HumanMOOC
- 36. Conclusion: Advice to Other Faculty
- 37. References Akyol, Z. & Garrision, D.R. (n.d.). The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive, and Teaching Prescence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. Retrieved from http://sloanconsortium.org/system/files/v11n1_8garrison.pdf Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy . The International Review of Research in Open and Distance Learning, Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663 Brinthaupt, T.M., Fisher, L.S., Gardner, J.G., Raffo, D.M., & Woodard, J.B. (2011). What the best online teachers should do. Journal of Online Learning and Teaching, 7 (4), 515-524. Retrieved from http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm Broup, J., West, R., & Graham, C. (2011). Improving online social presence through asynchronous video. Internet and Higher Education, (15), 195-203. deWaard, I., Abajian, S., Gallagher, M., Hogue, R., Keskin, N., Koutropoulos, A., and Rodriguez, O., (2011). Using mlearning and moocs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94-115. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1046/2026 Downes, S. (2012, March 23). [Web log message]. Retrieved from http://halfanhour.blogspot.com/2012/03/education-as-platform-mooc-experience.html Dunlap, J.C. & Lowenthal, P.R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20 (2) ELI (2013). 7 things you should know about... Calibrated Peer Reviews. Retrived from https://net.educause.edu/ir/library/pdf/ELI7101.pdf.
- 38. Fini, A., (2009). The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. The International Review of Research in Open and Distance Learning, 10(5), 1-26. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/643/1402 Hostetter, C., & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of Scholarship of Teaching and Learning, 13 (1), 11-86. Retrived from http://josotl.indiana.edu/article/views/3268/3623 Ice,P., Curtis, R., Phillips,P. & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community. Jones, P., Naugle, K. Kolloff, M.(2008, March). Teacher Presence: Using Introductory Videos in Online and Hybrid Courses.Learning Solutions Magazine, 1-5. Retrived from http://www.learningsolutionsmag.com/articles/107/teacher-presence-using- introductory-videos-in-online-and-hybrid-courses/pageall%20. Ke, F. (2010). Examining online teaching, cognitive, and social presence of adult students. Computers & Education, 55, 808-820, doi: 10.1016/j.compedu.2010.03.013. Keengwe, J. Adjei-Boateng, E., & Diteeyont, W. (2012). Facilitating active social presence and meaningful interactions in online learning. Education Information Technology, (18), 597-607. doi: 10.1007/s10639-012-9197-9 Kop, R., & Carroll, F. (2011). Cloud computing and creativity: Learning on a massive open online course. European Journal of Open, Distance, and eLearning, Retrieved from http://www.eurodl.org/?article=457 Kop, R., Fournier, H., and Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses. The International Review of Research in Open and Distance Learning, 12(7), 74-93. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1041/2025
- 39. Levy, D., and Schrire, S., (2012, June). The case of a massive open online course at a college of education. Paper presented at New Media Consortium Nmc summer conference, Boston, MA. Retrieved from http://conference.nmc.org/files/smkbMOOC.pdf Mak, W., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a mooc. Paper presented at 7th international conference on networked learning 2010. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mak.pdf McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The mooc model for digital practice. (Master's thesis, University of Prince Edward Island, Prince Edward Island, Canada). Retrieved from http://davecormier.com/edblog/wp- content/uploads/MOOC_Final.pdf Mills, B.J (2010).Idea Paper #47: Promoting Deep Learning. The Idea Center.http://www.theideacenter.org/sites/default/files/IDEA_Paper_47.pdf Mitra, S., Dangwal, R., Chatterjee, S., Jha, S., Bisht, R., & Kapur, P. (2005). Acquisition of computing literacy on shared public computers: Children and the "hole in the wall". Australasian Journal of Educational Technology, 21(3), 407-426. Retrieved from http://www.ascilite.org.au/ajet/ajet21/mitra.html Nagel, L., & Kotze, T. (2010). Supersizing e-learning: What a coi survery reveals about teaching prescence in a large online class. Internet and Higher Education, (13), 45-51. Rodriguez, C. (2012). Moocs and the ai-stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, Retrieved from http://www.eurodl.org/?p=current&article=516 Siemens, G. (2004, December 12). [Web log message]. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm Small, G. W., Moody, T. D., Siddarth, P., & Bookheimer, S. (2009). Your brain on google: patterns of cerebral activation during internet searching. The American journal of geriatric psychiatry, 17(2), 116-126. Retrieved from http://www.psychologytoday.com/files/attachments/5230/136.pdf Williams, R., Karousou, R., and Mackness, J., (2011). Emergent Learning and Learning Ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39-59. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883/1686