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CUOnline.ucdenver.eduCUOnlineHelp@ucdenver.edu
303-315-3700
The Community of Inquiry is a teaching framework that outlines a process to help instructors to create learning experiences through the development of three interdependent elements - social, cognitive and teaching.
CUOnline.ucdenver.eduCUOnlineHelp@ucdenver.edu
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There is an evaluation tool that can measure the effectiveness of using the COI in a course redesign.
CoI instrument
● Syllabus - Setting expectations for engagement, social learning experiences
● Profile setup
● Recording personal introductions (video)
● Peer Reviews
● Discussions
● Groups and Collaborative Docs
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● Video, with subsequent anchoring activities
● Deeper dives with collaboration, groups, team-based learning
● More versions of product through drafts, ePortfolios
● Peer reviews
● Creating a feedback loops - student/student; student/instructor
● Designing assignments with thoughtful, Bloom’s Taxonomy prompts
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● Modules - linear work path
● Consistent organization in weekly content/activities
● Evaluation and Reflection
● Reflective teaching - asking clarifying questions, integrating changes
● Clear communication
● Appropriate, approachable tone in communication (i.e. announcements)
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CUOnline.ucdenver.eduCUOnlineHelp@ucdenver.edu
303-315-3700
Expression
Group Cohesion
Open Communication
Continuing Threads
Quoting OthersReferring
Asking ComplimentingAgreement
Vocatives SalutationsInclusion
Self-DisclosureHumorEmoticons
Instructional Design
Setting Curriculum
Methods Standards Scaffolding
Setting goals/targets
Facilitating DiscourseDefining/Initiating Discussion Topics
Identify Shared, Personal Meaning
Quality ofProcess
Direct Instruction
Focusing Discussion
Injection of New Knowledge
Questioning
Direct Feedback
Triggering Event
Integration
Exploration
Recognizing the Problem Sense of Puzzlement
Divergence Brainstorming Info Exchange
Suggestions Conclusions
Convergence Creating Solutions
Connecting Ideas
ResolutionApply New Ideas Test Solutions
Defend Solutions
Projecting personal characteristics;
presenting oneself as a “real person”
Identity, Style, SafetyOwnership of Space
Constructing knowledge through
sustained communication; shared meaning
Triggering Cognition, Collaborative,
Actual Application, Testing Ideas
Design, facilitation, and direction of cognitive and social processes for
meaningful and educational outcomes
Design, Development, Delivery of Course and Materials
Video Use
CUOnline.ucdenver.eduCUOnlineHelp@ucdenver.edu
303-315-3700
A new version of the Community of Inquiry framework (Armellini & De Stefani, 2016)
• How are you currently using “presence” in your course? How might you integrate some of these techniques into your online course?
• Did you identify any presence strategies that you have already been doing, and how successful has it been?
• Given the field you’re teaching in, do these ideas fit into the courses you teach? Why or why not?
CUOnline.ucdenver.eduCUOnlineHelp@ucdenver.edu
303-315-3700
Armellini, A. and De Stefani, M. (2016). Social presence in the 21st century: An adjustment to the Community of Inquiry framework. British Journal of Educational Technology, 47(6). 1202-1216.
Community of Inquiry Homehttps://coi.athabascau.ca/
Community of Inquiry Multi-author Bloghttp://www.thecommunityofinquiry.org/
Garrison, D. R. (2006). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1). 61-72.
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into Practice, 41(14). 212-218.
UDL On Campus: Universal Design for Learning in Higher Education (http://udloncampus.cast.org)
CUOnline.ucdenver.eduCUOnlineHelp@ucdenver.edu
303-315-3700
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