Presentation on the headlines of the interviews

SL Miniconference
12th of March 2008
10.00 SLT

Headlines of the interviews
• Summary of 270 pages transcript
• Labelled to Attention, Depth and
Efficiency
• Matched to COI Model:
– Social Presence
– Cognitive Presence
– Teaching Presence

http://communityofinquiry.com/

Analyzing the quality of on –
line learning environments
“a model of community inquiry that constitutes three
elements essential to an educational transaction–
1.cognitive presence,
2.social presence, and
3.teaching presence.
Indicators (key words/phrases) for each of the three
elements emerged from the analysis of computer
conferencing transcripts.

My headlines

© J.P. van Schie 2008

Social Presence
Social presence is the
ability of learners to
Social presence is the ability of learners to project their personal
characteristics into the community of inquiry, thereby presenting

project their personal themselves as 'real people.'

characteristics into the
community of inquiry,
thereby presenting
themselves as 'real
people.'

A
A

The environment itself
SL as such, when
creates enthusiasm, SL as such, when compared to gaming, is too real,
compared to gaming, not playful, there is no challenge and it is not
activitates, stimulates intriguing.
The environment itself creates enthusiasm, is too real, not playful,
activitates, stimulates participation and collaboration participation and
there is no challenge
collaboration.
and it is not intriguing.

E

D
The complexity of the
client and the SL provides us
technological
obstacles are a barrier
Social with opportunities
for simulating and
for most students and
teachers.
Presence social positioning.

E
D

The more energy invested Learning in
in mastering the client, large groups
the more it will become an easily becomes SL provides us with opportunities for simulating and
extension to thinking and a circus. social positioning.
The complexity of the client and the technological social networking skills.
obstacles are a barrier for most students and
teachers.

Learning in large groups easily becomes a circus.
The more energy invested in mastering the client,
© J.P. van Schie 2008 the more it will become an extension to thinking and
social networking skills.

Cognitive Presence
Cognitive presence is the
extent to which the participants

in any particular configuration themselves as 'real people.'

of a community of inquiry are
able to construct meaning
through sustained
communication.

In the absence of a good learning design SL offers so
much attraction that it hinders focus on a learning
task.

A

In the absence of a
good learning design
SL offers so much
attraction that it
hinders focus on a
learning task.
D

It gives us an unique
A
opportunity to create,
Learning to visualise and
Learning to live is as important in SL as in RL It gives us an unique opportunity to create, visualise
live is as communicate and communicate ourselves and our surrounding
important in ourselves and our
world.
SL as in RL. surrounding world.

E

As it takes long to
Cognitive D

Learning is rather
master the SL as a tool
it is an obstacle for
Presence broad then deep,
most of it is just
involvement on intense scratching the
and meaningful surface.
learning experiences. E

Avatar customisation
is a key to immersion,
provides completely
new experiences and a
sense of achievement. Learning is rather broad then deep, most of it is just
As it takes long to master the SL as a tool it is an scratching the surface.
obstacle for involvement on intense and meaningful
learning experiences.

© J.P. van Schie 2008 Avatar customisation is a key to immersion, provides
completely new experiences and a sense of
achievement.

Teaching Presence
Teaching presence is
defined as the design,

facilitation, and direction of themselves as 'real people.'

cognitive and social
processes for the purpose
of realizing personally
meaningful and
educational worthwhile
learning outcomes.

There is so much freedom that it is hard to control and
to maintain attention.

A

There is so much
freedom that it is
hard to control and
to maintain D

SL triggers a lot of attention, just by its characteristics:
immersive, absorbing, inviting to explore.
A
attention.
It allows us to address
SL triggers a lot of different modes of
attention, just by its learning, learning It allows us to address different modes of learning,
characteristics: learning styles and means to explain ourselves.
styles and means to
immersive, absorbing, explain ourselves.
inviting to explore.

Teaching
E

Traditional
Presence D

There is little
learning designs experience with well
do not seem to built, provocative
fit in SL. and rich learning
E
environments in SL.

Learning to master
the client is a
meaningful activity in
itself.

There is little experience with well built, provocative
Traditional learning designs do not seem to fit in SL. and rich learning environments in SL.

© J.P. van Schie 2008
Learning to master the client is a meaningful activity
in itself.

“E-learning is a disruptive
technology”
“Will e-learning simply enhance and
reinforce existing practices of efficient
information dissemination,
or will it fundamentally alter how students
approach learning and outcome
expectations”
E- learning in the 21st Century, page 20

D. R. Garrison and Terry Anderson,
E-Learning in the 21st Century: A Framework for Research and Practice,
London: Routledge, 2003, pp.167, ISBN 0415263468

Presentation on the headlines of the interviews

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