1.
Discuss
the value of applying the Community of Inquiry framework in the e-learning
environment. Then discuss how you would apply this framework when you design
your course. Discuss 3 activities you would use to facilitate the learning
community. Be specific.
The value of applying the Community of Inquiry
(CoI) framework in the e-learning environment is directly correlated to the
degree of engagement and level of complexity a student can understand the
material taught in an e-learning course. More importantly, designing an
e-learning course according to the seven principles of CoI are some ways to
ensure students participate and get a deeper level of understanding of the
material taught in class. The seven principles are:
- Plan
for the creation of open communication and trust
- Plan
for crucial reflection and discourse
- Establish
community and cohesion
- Establish
inquiry dynamics (purposeful inquiry)
- Sustain
respect and responsibility
- Sustain
inquiry that moves to resolution
- Ensure
assessment is congruent with intended processes and outcomes.
The three activities I would use to facilitate
the learning community are:
1. Create a Blog. This will be a place where
students can post all their responses to prompts/questions about content and
curriculum presented in class, as well as post responses to reflections about
reading assignments, discussions/forums and synchronous meetings in the course.
2. Group Collaboration on Wikis.
This will be a place where students can collaborate on coursework and/or project
for the course. Since a wiki is a collection of Web pages that can be
edited by anyone, at any time, from anywhere, it is the ideal framework for
groupwork and creating a sense of belonging and cohesion in a community like
e-learning.
3. Create a Media Rich Activity or a Synchronous
meeting(s). This would be an activity that gives students the two-way
communication and instant feedback students need to feel a sense of community
and expands their learning to a higher level of comprehension than just having
asynchronous forms of communication.
8.
Even
though an e-learning environment is not same as a face-to-face classroom
environment, some activities that are well established and used in traditional
classroom settings can be applicable to an online environment. What kinds of
classroom based activities can be applied to cyberspace?
The kinds of classroom based activities that can
be applied to cyberspace are:
· Discussions/Forums
· Lectures/Presentations
· Individual/Group Projects
· Collaborative learning activities
· Concept mapping
· Small group work
· Case studies
· Reading/Writing (Journal/Reflective) Assignments
· Guest Speaker
· Test/Quizzes
9.
Develop
an activity for an online course where motivation and effective strategies are
incorporated and 2) describe what value this activity would bring to the
course. When you develop an activity, refer to the following two resources:
ARCS motivation theory and design strategies to bring learners back.
A typical course I would teach as a counselor would be a
guidance and/or career exploration course, so an activity that would incorporate
both ARCS (Attention, Relevance, Confidence, and Satisfaction) model of
motivation and effective strategies would be storytelling. Personally, I learn best through anecdotes, so
I create a lesson around a story where students can visualize how principles
taught in the course can be applied to real life scenarios, which would bring
learning to a whole new level.
Activity: Autobiography/Reflection Paper
Length: 2-3 pages
Prompt: In this paper, briefly share your life story and what
you hope to learn in this course that might be useful for you with your future
goals. This is your opportunity to share your strengths and weaknesses and how
you would to see yourself grow and develop personally and professionally.
Process:
1. Read
the prompt
2. Write
the paper and clearly address the prompt in your paper
3. Post
your paper on your blog
4. Reply
to your classmates posts.
Evaluation:
|
CATEGORY
|
4
|
3
|
2
|
1
|
Focus on Assigned
Topic
|
The entire story is
related to the assigned topic and allows the reader to understand much more
about the topic.
|
Most of the story is
related to the assigned topic. The story wanders off at one point, but the
reader can still learn something about the topic.
|
Some of the story is
related to the assigned topic, but a reader does not learn much about the
topic.
|
No attempt has been
made to relate the story to the assigned topic.
|
Organization
|
The story is very well
organized. One idea or scene follows another in a logical sequence with clear
transitions.
|
The story is pretty
well organized. One idea or scene may seem out of place. Clear transitions
are used.
|
The story is a little
hard to follow. The transitions are sometimes not clear.
|
Ideas and scenes seem
to be randomly arranged.
|
Spelling and Punctuation
|
There are no spelling
or punctuation errors in the final draft. Character and place names that the
author invented are spelled consistently throughout.
|
There is one spelling
or punctuation error in the final draft.
|
There are 2-3 spelling
and punctuation errors in the final draft.
|
The final draft has
more than 3 spelling and punctuation errors.
|
Requirements
|
All of the written
requirements (# of pages, # of graphics, type of graphics, etc.) were met.
|
Almost all (about 90%)
the written requirements were met.
|
Most (about 75%) of
the written requirements were met, but several were not.
|
Many requirements were
not met.
|
Reference:
Garrison, D. R. (2011). E-Learning In The 21st
Century: A Framework For Research and Practice. New York: Routledge.
Keller, J. (2000). How to integrate learner
motivation planning into lesson planning: The ARCS model approach. Cuba:
Florida State University.
McCleskey, J.
Five e-learning design strategies that keep learners coming back for more. (Webpage) Retrieved on April 20, 2013 from http://www.learningsolutionsmag.com/articles/155/five-e-learning-design-strategies-that-keep-learners-coming-back-for-more
