Welcome to this week's blog! Today, we're diving into the Community of Inquiry (COI) framework and exploring how various technological tools can enhance online and blended course designs.
Understanding the Community of Inquiry (COI) Framework
The COI framework consists of three core elements:
- Social Presence: The ability of participants to identify with the community, communicate purposefully, and develop interpersonal relationships.
- Cognitive Presence: The extent to which learners can construct and confirm meaning through sustained reflection and discourse.
- Teaching Presence: The design, facilitation, and direction of cognitive and social processes to achieve meaningful learning outcomes.
Enhancing Social Presence with Zoom
Zoom is a powerful tool for enhancing social presence in online and blended courses. With its real-time video conferencing capabilities, Zoom allows for face-to-face interactions, fostering a sense of community and connection among students. Features such as breakout rooms enable small group discussions, promoting collaboration and peer interaction.
Boosting Cognitive Presence with Screencast-O-Matic
Screencast-O-Matic is an excellent tool for creating instructional videos and screen recordings. These videos can be used to explain complex concepts, demonstrate procedures, and provide step-by-step tutorials. By allowing students to review the content at their own pace, Screencast-O-Matic supports deeper understanding and reflection.
Engaging Through Blogging with Blogger
Blogger provides a platform for students to express their thoughts, reflect on their learning, and engage in discussions with peers. Blogging encourages students to articulate their ideas and perspectives, contributing to a richer cognitive and social presence.
Expanding Reach with YouTube
YouTube is a versatile tool for sharing educational content widely. Instructors can create and upload videos covering various topics, which students can access anytime, anywhere. The platform also allows for interactive features such as comments and likes, promoting engagement and discussion.
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Reflective Teaching In A Digital Age
Dr. Randy Garrison - Community of Inquiry (CoI) Framework and Online Teaching
https://reflectiveteaching.buzzsprout.com/1384834/5950516-dr-randy-garrison-community-of-inquiry-coi-framework-and-online-teaching?play=true
References
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105. doi:10.1016/S1096-7516(00)00016-6
- Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Routledge.
- Zoom Video Communications, Inc. (n.d.). How to Use Zoom for Online Learning. Retrieved from https://zoom.us/docs/en-us/online-learning.html
- Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Educause Quarterly, 31(4), 51-55.
- Screencast-O-Matic. (n.d.). Educational Uses of Screencast-O-Matic. Retrieved from https://screencast-o-matic.com/education
- Kay, R. H. (2012). Exploring the Use of Video Podcasts in Education: A Comprehensive Review of the Literature. Computers in Human Behavior, 28(3), 820-831
- Blogger. (n.d.). How to Use Blogger in Education. Retrieved from https://www.blogger.com/education
- Deng, L., & Yuen, A. H. K. (2011). Towards a Framework for Educational Affordances of Blogs. Computers & Education, 56(2), 441-45
- YouTube. (n.d.). YouTube for Educators. Retrieved from https://www.youtube.com/educationSnelson, C. (2011). YouTube Across the Disciplines: A Review of the Literature. MERLOT Journal of Online Learning and Teaching, 7(1), 159-169.
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