SURREY CLBC COMMUNITY COUNCIL Putting Community into Community Living.
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Transcript of Community
Communities of Inquiry and Communities of Practice
Prepared byCarla Piper, Ed. D.
For EDUU566
Community … community means meaningfulassociation, association based oncommon interest and endeavor.
The essence of community iscommunication … (John Dewey)
…university is derived from the Latin universitas magistrorum et
scholarium, roughly meaning "community of masters and
scholars”.Community of Inquiry Framework
Inquiry Is problem or question driven Typically has a small-group feature
Includes critical discourse Is frequently multi-disciplinary Incorporates research methods
information gathering synthesis of ideas”
Community of Inquiry Framework
Community of Inquiry The importance of a community of
inquiry is that, while the objective of critical reflection is intellectual
autonomy, in reality, critical reflection is “thoroughly social and
communal”. Lipman, 1991
Community of Inquiry Framework
EducationalExperience
Social Presence
Cognitive Presence
Teaching Presence
Structure/Process
SupportingDiscourse
SettingClimate
SelectingContent
Blended Learning in
Higher EducationD. Randy
Garrison and Norman D.
Vaughan (2008)
Community of Inquiry Graphic
Social Presence Social presence is defined here
as the ability of participants to project themselves
purposefully and socially within a community of inquiry.
Community of Inquiry Framework
Cognitive Presence Extent to which participants critically
reflect, (re)construct meaning, and engage in discourse for the purpose of sharing meaning and confirming
understanding. Cognitive presence is defined as the
exploration, construction, resolution and confirmation of understanding
through collaboration and reflection in a community of inquiry. (Garrison,
2007)Community of Inquiry Framework
Teaching Presence The design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful
and educationally worthwhile learning
outcomes.Community of Inquiry Framework
Elements in an Online Course Social Presence
Open communication - enabling risk-free expression
Group cohesion - encouraging collaboration Affective/personal – expressing emotions,
camaraderie Cognitive Presence
Triggering event - having sense of puzzlement Exploration - exchanging information Integration - connecting ideas Resolution - applying new ideas
Teaching Presence Design and organization - setting curriculum
and methods Facilitation of discourse - sharing personal
meaning Direct instruction - focusing discussion
Garrison & Vaughan, 2008
Example Indicators Social Presence
Learning climate/risk-free expressionGroup identity/collaborationSelf projection/expressing emotions
Cognitive PresenceSense of puzzlement Information exchangeConnecting ideasApplying new ideas
Teaching PresenceSetting curriculum & methodsShaping constructive exchangeFocusing and resolving issues
Communities of Inquiry
Community of Inquiry Coding TemplateElement Categories Indicators
Social Presence
Open communicationGroup cohesionAffective/personal
Learning climate/risk-free expressionGroup identity collaborationSelf projection expressing emotions
Cognitive Presence
Triggering eventExplorationIntegration Resolution
Sense of puzzlementInformation exchangeConnecting ideasApplying new ideas
Teaching Presence
Design and organizationFacilitation of discourse Direct instruction
Setting curriculum & methodsShaping constructive exchangeFocusing and resolving issues
Communities of Inquiry
Practical Inquiry Model
Garrison & Archer (2000)
Communities of Practice“Communities of practice are groups of people who share a
concern or a passion for something they do and learn how to do it better as they
interact regularly.” Etienne Wenger
Communities of Practice in Education Internally: How to organize educational
experiences that ground school learning in practice through participation in communities around subject matters?
Externally: How to connect the experience of students to actual practice through peripheral forms of participation in broader communities beyond the walls of the school?
Over the lifetime of students: How to serve the lifelong learning needs of students by organizing communities of practice focused on topics of continuing interest to students beyond the initial schooling period?
Etienne Wenger
Examples Adapted from Wenger Problem solving - "Can we work on this
design and brainstorm some ideas; I’m stuck.“
Requests for information - "Where can I find the code to connect to the server?“
Seeking experience - "Has anyone dealt with a student in this situation?“
Reusing assets - "I have a tutorial for PowerPoint that I wrote for a class last year. I can send it to you and you can easily tweak it for your class.”
http://www.ewenger.com/theory/
More Examples Adapted from Wenger
Discussing developments - "What do you think of the online concept map program? Does it really help?“
Documentation projects - "We have faced this problem five times now. Let us write it down once and for all.“
Mapping knowledge and identifying gaps - "Who knows what, and what are we missing? What other groups should we connect with?"
http://www.ewenger.com/theory/
Cultivating Communities of Practice Start-Up Guide
Click to view map!
Maximizing Student Engagement Individualize and customize the
learning process for each student Learning can be more relevant
and applicable to real life. Students can progress through a
course of study "in an ongoing dynamic process of learning relies upon a variety of inputs, learning supports (scaffolds), and interaction." (Reynard, 2003)
Developing Dynamic Learning Environments Need to create a dynamic learning
environment Heighten interaction at all levels and
keep students engaged in the process through self-direction and response
Students are free to explore, interact with, comment on, modify, and apply the set content and additional content they discover or create through the learning process
(Reynard, 2003)
Self Directed Learning
Throughout the process of exchange, content is worked on and applied by the learner.
The more varied the inputs, the more likely that students will engage with content more effectively.
Research shows that students look for teacher intervention more directly in an online environment than in a face to face environment
When learning is self-directed, students know exactly when they need the instructor and why." (Reynard, 2003)
Resources Communities of Inquiry -
http://communitiesofinquiry.com/ Communities of Inquiry Survey -
http://communitiesofinquiry.com/methodology Communities of Practice -
http://www.ewenger.com/theory/index.htm Community of Inquiry Framework -
http://communitiesofinquiry.com/files/Sloan%20CoI%20Orlando%2007.pdf
Presentation - http://communitiesofinquiry.com/files/CNIE_CoI_2008_Survey.pdf
Click for Concept Map – Communities of Inquiry
Reynard, R. (2003). Maximizing Student Engagement - http://campustechnology.com/articles/2007/05/hybrid-learning-maximizing-student-engagement.aspx