Foundations of Online Facilitation – Week 7
Learning Activity 1 – Community of Inquiry Framework
Even though this course does not have a teacher present or available for feedback, the curriculum writers did a good job in providing a detailed workshop to get students talking about the content and working together through creating a good cognitive and social presence. I cannot help but feel like this was done in an attempt to compensate for not having a teacher. The course emphasizes and encourages students to create a group with their family and friends in hopes that it contributes to a sense of community and helps them realize the learning outcomes (Garrison, 2007).
The workshops provided a place for the students to exchange, connect, and apply new ideas that involve their designs development (Garrison, 2007). Even without a teacher present, they are getting quality feedback and risk-free responses to their ideas and thoughts through the workshop (Garrison).
The workshops created a place for collaborative activities, learning, and discussion to explore the content, videos, and readings (Garrison, 2007). There are reflection portions within the workshops for the students to complete. They are encouraged to take pictures of their group doing the workshop to share in the global discussion forums.
YouTube videos, reading material, global discussions, workshops.
Learning Activity 2 – Five Stage Model
Compare and Contrast
There were a lot of similarities between these two models that I noticed from the get go. Both the Five-Stage model and COI Framework emphasize a need for developing a community that is encouraging and collaborative at the beginning of the course. In the last half of the Five-Stages Model and the Cognitive Presence of COI, both models want their students to work together, exchange information, and apply their understanding correctly to create something that proves that they have achieved the learning outcomes. Both of them seem to take the constructivist path. The teacher provides the foundation and mentors the students early on, and then lets the students become responsible for their own and their group’s learning experience, making it meaningful.
One difference is how they are presented. The Five-Stage Model is linear in its approach. It is compared to climbing up a mountain, getting help from someone with experience, and collaborating with others to make it to the top, while the COI Framework connects and overlaps the three presences. The Five-Stage Model provides a clear idea of where to go and how to get there in manageable chunks, while the COI Framework is a bit more confusing with its overlapping approach.
I currently do not have a job, but I will just apply one of the e-moderating essentials to the online design plan that I have been designing for the past couple of weeks. I believe that setting the stage for learning would be beneficial for students learning English, as it is important for them to have straightforward tasks while encouraging them to express themselves from their own experiences and opinions (Salmon, 2006).
Garrison, D. (2007). Online community of inquiry review: social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11 (1), 61-72. Retrieved from https://files.eric.ed.gov/fulltext/EJ842688.pdf
Salmon, G. (2006). 80:20 for e-moderators. In: The challenge of ecompetence in academic staff development. CELT, NUI Galway, Galway, Republic of Ireland, pp. 145-154. Retrieved from https://eprints.usq.edu.au/18862/2/Salmon_Ch16_2006_PV.pdf
Salmon, G. (2006). Climbing the Learning Mountain [Video file]. Source: https://youtu.be/GbwJMKWFfbI