social and cognitive presence in virtual learning environments

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Social and Social and Cognitive Presence Cognitive Presence in Virtual in Virtual Learning Learning Environments Environments Terry Anderson, Ph.D. Terry Anderson, Ph.D. Canada Research Chair in Canada Research Chair in Distance Education Distance Education [email protected] [email protected] Keynote lecture - Chais Conference Feb. 20, 2007 Open University of Israel

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Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments

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Page 1: Social and Cognitive Presence in Virtual Learning Environments

Social and Social and Cognitive Presence Cognitive Presence in Virtual Learning in Virtual Learning

Environments Environments Terry Anderson, Ph.D.Terry Anderson, Ph.D.

Canada Research Chair in Distance Canada Research Chair in Distance EducationEducation

[email protected]@athabascau.ca

Keynote lecture - Chais Conference Feb. 20, 2007

Open University of Israel

Page 2: Social and Cognitive Presence in Virtual Learning Environments
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““Canada is a great Canada is a great country, much too country, much too cold for common cold for common sense, inhabited by sense, inhabited by compassionate and compassionate and intelligent people intelligent people with bad haircuts”.with bad haircuts”. Yann Yann MartelMartel, , Life of Pi,Life of Pi,

2002.2002.

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Athabasca University, Athabasca University, Alberta, CanadaAlberta, Canada

* Athabasca University

Fastest growing university in Canada

34,000 students

700 courses

Graduate and Undergraduate programs

Largest Master of Distance Education program

Only USA Accredited University in Canada

Athabasca University

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““An expert is someone more than An expert is someone more than 500 miles away from home.” Prairie 500 miles away from home.” Prairie folk wisdomfolk wisdom

"Don't be so humble - you are not "Don't be so humble - you are not that great." – that great." – Golda Meir (1898-1978) Golda Meir (1898-1978)

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Presentation OverviewPresentation Overview

Development and Evolution of the Development and Evolution of the Community of Inquiry ModelCommunity of Inquiry Model Cognitive PresenceCognitive Presence Social PresenceSocial Presence Teaching presenceTeaching presence

Validations and ExtensionsValidations and Extensions Methodological weaknessesMethodological weaknesses COI in a Networked EraCOI in a Networked Era

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Motivations for the Motivations for the Community of Inquiry Community of Inquiry

Investigation (1998-2004)Investigation (1998-2004) CMC most widely used tool for interaction in online DECMC most widely used tool for interaction in online DE Need for a bird’s-eye view of the overall learning Need for a bird’s-eye view of the overall learning

taking place, and to respond to that learning, assess it, taking place, and to respond to that learning, assess it, and intervene. and intervene.

CMC hype & lack of empirical validation of claimsCMC hype & lack of empirical validation of claims Need for heuristic guides for both teachers and Need for heuristic guides for both teachers and

learnerslearners Desire to exploit affordances:Desire to exploit affordances:

Machine readableMachine readable Time independentTime independent Reflective power of textReflective power of text Knowledge hidden in the transcriptsKnowledge hidden in the transcripts Need for teacher usable tools to assess interventionsNeed for teacher usable tools to assess interventions

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Story of Assistant Prof Jones:Story of Assistant Prof Jones:

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Expectations of Expectations of Models and TheoriesModels and Theories

Create conceptual order and provide Create conceptual order and provide simplicity (parsimony) in describing simplicity (parsimony) in describing and understanding complex and understanding complex phenomena.phenomena.

““Science is a way of ordering events.”Science is a way of ordering events.” J. Bronowski, J. Bronowski, Common Sense of ScienceCommon Sense of Science, ,

19781978 Improve practice through guidelines Improve practice through guidelines

and reflection??and reflection??

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Methodology- Methodology- Quantitative Content Quantitative Content

AnalysisAnalysis ““The systematic and replicable examination of The systematic and replicable examination of

symbols of communication, that have been symbols of communication, that have been assigned numeric values according to valid assigned numeric values according to valid measurement rules using statistical methods,” measurement rules using statistical methods,”

in order to:in order to: describe communication, describe communication, draw inferences about its meaning, draw inferences about its meaning, infer from the communication to its context, both of infer from the communication to its context, both of

production and consumption. (p. 22) Riffe, Lacy, and Fico production and consumption. (p. 22) Riffe, Lacy, and Fico (1998) (1998)

quantify impressionsquantify impressions reveal additional insights that are not obvious from reveal additional insights that are not obvious from

superficial reading or participation.superficial reading or participation. allow educational researchers to compare, replicate allow educational researchers to compare, replicate

results, increase understanding. results, increase understanding.

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““This article lays out a conceptual This article lays out a conceptual framework that identifies the framework that identifies the elements that are crucial elements that are crucial prerequisites for a successful higher prerequisites for a successful higher educational experience.”educational experience.”

199 citations in Goggle Scholar199 citations in Goggle Scholar Communitiesofinquiry.comCommunitiesofinquiry.com

Internet and Higher Education (2002)

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John Dewey - reflective John Dewey - reflective thinkingthinking

"Active, persistent, and "Active, persistent, and careful consideration of careful consideration of any belief or supposed any belief or supposed form of knowledge in form of knowledge in the light of the grounds the light of the grounds that support it and the that support it and the further conclusion to further conclusion to which it tends". which it tends". (Dewey, 1933) (Dewey, 1933)

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Characteristics of a Characteristics of a Community Community of Inquiryof Inquiry

QuestioningQuestioning ReasoningReasoning ConnectingConnecting DeliberatingDeliberating ChallengingChallenging Problem SolvingProblem Solving

Mathew Lipman, 2003Mathew Lipman, 2003 ““In reality, the reflective model In reality, the reflective model

is thoroughly social and is thoroughly social and communal.” p. 25communal.” p. 25

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Cognitive PresenceCognitive Presence

Definition: Definition: The extent to which the The extent to which the participants in any particular participants in any particular configuration of a community of inquiry configuration of a community of inquiry are able to construct meaning through are able to construct meaning through sustained communication.sustained communication.

From Dewey, practical inquiryFrom Dewey, practical inquiry Variation of scientific methodVariation of scientific method Most latent categoryMost latent category Used full message as unit of analysisUsed full message as unit of analysis

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Table I: Practical inquiry descriptors and indicators PHASE DESCRIPTOR INDICATOR Triggering Event Evocative Recognize problem (inductive) Puzzlement Exploration Inquisitive Divergence (divergent) Info exchange Suggestions Brainstorming Intuitive leaps Integration Tentative Convergence (convergent) Synthesis Solutions Resolution Committed Apply (deductive) Test Defend

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Cognitive PresenceCognitive Presence ““An awareness of the critical thinking An awareness of the critical thinking

and inquiry dynamic is an essential and inquiry dynamic is an essential metacognitive ability that encourages metacognitive ability that encourages students:students: to approach a problem strategically and to approach a problem strategically and actively seek out sources of knowledge, actively seek out sources of knowledge, discover biases, discover biases, sift through the increasingly large quantities sift through the increasingly large quantities

of information now available, andof information now available, and formulate and defend their own intellectual formulate and defend their own intellectual

positions.” p. 96positions.” p. 96

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integration13%

resolution4%

other33%

trigger8%

exploration42%

Cognitive Presence Coding Results – Two Graduate level Courses

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Phases of Cognitive Phases of Cognitive PresencePresence

Meyer, K.(2003)Face-to-face versus threaded discussions: The role of time and higher-order thinking – JALN 7(3)

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Why low rate of Why low rate of problem resolution?problem resolution?

Instructional design- no problem to resolveInstructional design- no problem to resolve Poor teacher guidance/assessmentPoor teacher guidance/assessment Resolution reflected in final papers/exams Resolution reflected in final papers/exams

or case studies – not in online discussionor case studies – not in online discussion Artificial context of formal learning- no Artificial context of formal learning- no

space for real application space for real application Poor instrumentation or modelPoor instrumentation or model Online asynch discussion is not powerful Online asynch discussion is not powerful

enough to support full cognitive presenceenough to support full cognitive presence Takes too much timeTakes too much time

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Social PresenceSocial Presence Social presence is defined as "the ability of Social presence is defined as "the ability of

participants in a participants in a community of inquirycommunity of inquiry to to project themselves socially and emotionally, as project themselves socially and emotionally, as ‘real’ people (i.e. their full personality), ‘real’ people (i.e. their full personality), through the medium of communication being through the medium of communication being used”used”

Literature reviewed from “filtered-cues” Literature reviewed from “filtered-cues” (Short, et al. 1976) to “hyper-personal” (Short, et al. 1976) to “hyper-personal” (Walther, 1996).(Walther, 1996).

Most culturally bound of the ‘presences’Most culturally bound of the ‘presences’ ““social-emotional literacy appears to be the social-emotional literacy appears to be the

most complicated of all types of digital most complicated of all types of digital literacy” literacy” (Eshet, 2004)(Eshet, 2004)

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Cohesive Cohesive BehavioursBehaviours

VocativesVocatives

Addresses or refers to the Addresses or refers to the group using inclusive group using inclusive pronounspronouns

Phatics, salutationsPhatics, salutations

Interactive Interactive BehavioursBehaviours

Continuing a threadContinuing a thread

Quoting from others’ Quoting from others’ messages.messages.

Referring explicitly to others’ Referring explicitly to others’ messages.messages.

Asking questionsAsking questions

Complimenting, expressing Complimenting, expressing appreciation appreciation

Expressing agreementExpressing agreement

Affective Affective BehavioursBehaviours

Expression of emotionsExpression of emotions

Use of humorUse of humor

Self-disclosureSelf-disclosure

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Transcript A Transcript B

Affective CohesiveInteractive

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Social Presence Social Presence ConfirmationConfirmation

Rourke and Anderson (2000) an increase Rourke and Anderson (2000) an increase in the perceived frequency (survey in the perceived frequency (survey results) of 7 of the 15 social expressions results) of 7 of the 15 social expressions corresponded significantly to more corresponded significantly to more positive ratings of the social environment. positive ratings of the social environment.

The 7 social expressions included The 7 social expressions included addressing others by name, addressing others by name, complimenting, expressing appreciation, complimenting, expressing appreciation, using the reply feature to post messages, using the reply feature to post messages, expressing emotions, using humor, expressing emotions, using humor, and and salutations. salutations.

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““We argue that cognitive presence …is We argue that cognitive presence …is more easily sustained when a more easily sustained when a significant degree of social presence significant degree of social presence has been established”has been established” Boot camps (F2F) and profiles Boot camps (F2F) and profiles Value of real time interaction?Value of real time interaction? Aided by systems that support photos of Aided by systems that support photos of

participants?participants? SecondLife? Value of expressions and SecondLife? Value of expressions and

avatars?avatars?

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Comparing COI Comparing COI Online vs Face-to-FaceOnline vs Face-to-Face

Heckman & Annabi (2005) JCMC 10(2)

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Teaching PresenceTeaching Presence

Defined as: Defined as: The design, facilitation The design, facilitation and direction of cognitive and social and direction of cognitive and social processes for the purpose of realizing processes for the purpose of realizing personally meaningful and educational personally meaningful and educational worthwhile learning outcomesworthwhile learning outcomes..

Built upon the familiar models of Built upon the familiar models of Moore, Holmberg, Paulsen, and Moore, Holmberg, Paulsen, and Mason, however provide ways to Mason, however provide ways to measure the construct.measure the construct.

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Teaching PresenceTeaching Presence

The transcript analysis allows researcher The transcript analysis allows researcher to disaggregate the rolesto disaggregate the roles Instructional designer and activity organizerInstructional designer and activity organizer Discourse facilitatorDiscourse facilitator Subject matter expertSubject matter expert

Especially critical in computer Especially critical in computer conferencing (asynch text) based conferencing (asynch text) based education systemseducation systems

Major cause of course breakdown.Major cause of course breakdown.

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CategoryCategory IndicatorIndicator

Instructional Instructional design & design & organizationorganization

Setting curriculumSetting curriculum

Designing methodsDesigning methods

Establishing time Establishing time parametersparameters

Utilizing mediumUtilizing medium

NetiquetteNetiquette

Macro-level comments Macro-level comments about course content about course content

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CategoryCategory IndicatorIndicator

Facilitating Facilitating discussion discussion

Identifying areas of Identifying areas of agreement/disagreementagreement/disagreement

Seeking to reach Seeking to reach consensus/understandingconsensus/understanding

Encouraging, Encouraging, acknowledging, acknowledging, reinforcing contributionsreinforcing contributions

Setting climate for Setting climate for learninglearning

Drawing in participants, Drawing in participants, prompting discussionprompting discussion

Assess the efficacy of the Assess the efficacy of the processprocess

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CategoryCategory IndicatorIndicator

Direct Direct InstructionInstruction

Present contentPresent content

Focus the discussion on Focus the discussion on specific issuesspecific issues

Summarize the Summarize the discussiondiscussion

Confirm understanding Confirm understanding through assessment and through assessment and explanatory feedback.explanatory feedback.

Diagnose misconceptionsDiagnose misconceptions

Inject knowledge from Inject knowledge from diverse sources, e.g., diverse sources, e.g., textbook, articles, textbook, articles, internet, personal internet, personal experiencesexperiences

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Teaching Presence Teaching Presence results:results:

0102030405060708090

EducationCourse

HealthCourse

I nstructionalDesignFacilitatingDiscourseDirectI nstruction

Percentage of instructor messages

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Percentage of instructor Percentage of instructor messages with multiple messages with multiple

functionsfunctionsHealth Promotions

0 Cat.1 Cat.2 Cat.3 Cat.

Education Course

0 Cat1 Cat.2 Cat.3 Cat.

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Teacher PresenceTeacher Presence Correlated with perception of learning and Correlated with perception of learning and

learner satisfaction:learner satisfaction:

SatisfactionSatisfaction LearningLearning

Instructional Instructional designdesign

.64.64 .60.60

facilitating facilitating discoursediscourse

.61.61 .58.58

Direct Direct instructioninstruction

.63.63 .61.61

Shea, Pickett, & Pelz (2003) A FOLLOW-UP INVESTIGATION OF “TEACHINGPRESENCE” IN THE SUNY LEARNING NETWORK. JALN 7(3)

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Teaching Presence & Teaching Presence & Peer ModeratingPeer Moderating

Peer teams (3-4 persons) moderated Peer teams (3-4 persons) moderated conferences last half of graduate courseconferences last half of graduate course

Higher levels of all three indicators of Higher levels of all three indicators of teacher presence than instructor!teacher presence than instructor!

Many more moderator postings by peersMany more moderator postings by peers Shows value of sharing and delegating Shows value of sharing and delegating

teaching presenceteaching presence Interviews found insufficient probing by Interviews found insufficient probing by

peer facilitators – too much share and peer facilitators – too much share and comparecompare Rourke and Anderson, 2002, JIMERourke and Anderson, 2002, JIME

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Teaching presence and Peer Teaching presence and Peer ModeratingModerating

De Laat & LallyDe Laat & Lally (2003) (2003) Complexity, theory and praxis: Complexity, theory and praxis: Researching collaborative learning and tutoring processes Researching collaborative learning and tutoring processes in a networked learning communityin a networked learning community Instructional Science Instructional Science 31: 31: 7–39, 2003.7–39, 2003.

“14 of the 26 instances of Teaching Process (54%) in the average ALN discussion were performed by students. In the average FTF discussion, however, only 8 of 148 instances of Teaching Process (5%) were performed by students. “Heckman & Annabi (2005) JCMC 10(2)

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Additions to Our Additions to Our Work on PresencesWork on Presences

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Emotional PresenceEmotional Presence

“The extent to which learners and teachers transform their behaviour to accomodate the overt and covert presence of emotion”

Campbell and Cleveland-Innes, 2004

Affect in the Community of Inquiry Model, Masters thesis Athabasca University

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Emotional PresenceEmotional Presence

Marti Clevland-Innes and Prisca Campbell (2005) Affect in the Community of Inquiry Model

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We had included emotional presence We had included emotional presence as a component of social presenceas a component of social presence

Did not allocate emotional as a Did not allocate emotional as a distinct presencedistinct presence

But we are REAL men! But we are REAL men!

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Student PresenceStudent Presence

Students’ perceptions of the Students’ perceptions of the presence they had in the class were presence they had in the class were significantly correlated with the significantly correlated with the teacher’s assessment of their teacher’s assessment of their performance in the class, with the performance in the class, with the grade they would assign themselves, grade they would assign themselves, and with their attitudes about the and with their attitudes about the course.course.

Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive T Russo, S Benson - Educational Technology & Society, 2005

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PLE’sPLE’s

““The logic of education systems The logic of education systems should be reversed so that it is the should be reversed so that it is the system that conforms to the learner, system that conforms to the learner, rather than the learner to the rather than the learner to the system.” Futurelab Personalisation system.” Futurelab Personalisation and Digital Technologies Green et al and Digital Technologies Green et al 20052005

Downes, 2006

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LSA and Neural NetLSA and Neural Net McKlinMcKlin et al et al (2004) used (2004) used

our Cognitive presence our Cognitive presence indicators with 182 indicators with 182 General Inquirer categories General Inquirer categories and set of our key words to and set of our key words to train a neural network.train a neural network.

Good results, with Good results, with comparable reliability to comparable reliability to human coders.human coders.

Need for more work using Need for more work using Neural nets, Latent Neural nets, Latent Semantic Analysis and Semantic Analysis and other automated other automated techniques.techniques.

Image: omobb.oasysmobile.com

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COI Validation – Factor COI Validation – Factor analysisanalysis

GarrisonGarrison, Cleveland-Innes & Fung , Cleveland-Innes & Fung (2004) (2004) Student role adjustment in online coStudent role adjustment in online communities of inquiry: Model and instmmunities of inquiry: Model and instrument validationrument validation Journal of Asynchronous Learning Journal of Asynchronous Learning Networks, 2004 Networks, 2004

Confirmed students role clustered Confirmed students role clustered into three presencesinto three presences

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COL used as a model for COL used as a model for application analysisapplication analysis

Of a role playing simulation Of a role playing simulation MEKONG e-SIMMEKONG e-SIM www.adelaide.edu.au/clpd/materia/pwww.adelaide.edu.au/clpd/materia/publication/confpapers/ICET2004papeublication/confpapers/ICET2004paper.pdfr.pdf. .

To compare Blogs and Threaded To compare Blogs and Threaded discussions. Anderson, 2006discussions. Anderson, 2006

Currently developing indicators for Currently developing indicators for virtual worlds - SecondLifevirtual worlds - SecondLife

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Informal Blogged Informal Blogged SupportSupport

““I think I'm actually applying their I think I'm actually applying their framework already by default, one of framework already by default, one of the great things about good models is the great things about good models is that you don't really need to apply them that you don't really need to apply them - you just find yourself doing it. I think - you just find yourself doing it. I think that Garrison and Anderson's model is that Garrison and Anderson's model is descriptive rather than prescriptive in descriptive rather than prescriptive in this regard.”this regard.” Mark NicholsMark Nichols Blog Blog

http://www2.blogger.com/profile/05666493097199544658http://www2.blogger.com/profile/05666493097199544658

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Is Text Analysis Worth Is Text Analysis Worth it?it?

““The preliminary application of our The preliminary application of our coding template using the indicators coding template using the indicators reveal that it is a useful method for reveal that it is a useful method for identifying, assessing, and identifying, assessing, and facilitating cognitive, social, and facilitating cognitive, social, and teaching presence in asynchronous, teaching presence in asynchronous, text-based computer conferencing.”text-based computer conferencing.”

Reliability and validity ?????Reliability and validity ?????

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Methodology Reflections:Methodology Reflections:

Unit of Analysis Unit of Analysis What segment of the transcript will What segment of the transcript will

coders categorize? coders categorize? Whole posting, sentence, paragraph, Whole posting, sentence, paragraph,

phrase?phrase? CMC communication is idiosyncraticCMC communication is idiosyncratic variables often do not organize themselves variables often do not organize themselves

into syntactic packages—paragraphs, postings into syntactic packages—paragraphs, postings too long, sentences, phrases too short. too long, sentences, phrases too short.

How reliably can unit itself be identified?How reliably can unit itself be identified?

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Units of AnalysisUnits of Analysis Message?Message?

manageable data set, manageable data set, objectively identifiable by coders, but often too largeobjectively identifiable by coders, but often too large useful when it encompasses the variableuseful when it encompasses the variable

ThematicThematic Unit?Unit? a single item of information in its natural forma single item of information in its natural form most commonly used unit of analysismost commonly used unit of analysis unreliable, coders are not alerted to the need for a decision.unreliable, coders are not alerted to the need for a decision.

Speech Turn?Speech Turn? Grammatical indicator?Grammatical indicator?

Sentence, paragraph, utterance –Sentence, paragraph, utterance – Paragraph description in Wikipedia is over 600 words – from Paragraph description in Wikipedia is over 600 words – from

one word to pages of text!one word to pages of text!

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Software to Aide AnalysisSoftware to Aide Analysis

Qualitative analysis softwareQualitative analysis software NUD*IST, Hyperqual, NUD*IST, Hyperqual, Atlas-Atlas-titi

facilitates coding process both autocode facilitates coding process both autocode and manuallyand manually

Simple statistics and exportSimple statistics and export Quantitative analysis softwareQuantitative analysis software

SPSSSPSS facilitates assessment of interrater facilitates assessment of interrater

agreementagreement Presentation of descriptive statisticsPresentation of descriptive statistics

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EthicsEthics

Research participants Research participants ““individuals about whom a scholar obtains individuals about whom a scholar obtains

data through intervention or interaction” data through intervention or interaction” identifiable private informationidentifiable private information

Does transcript analysis constitute Does transcript analysis constitute “intervention or interaction?”“intervention or interaction?”

Transcripts often contain “private Transcripts often contain “private information”information”

Are transcripts meaningful if Are transcripts meaningful if “redacted”“redacted”

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ReliabilityReliability

Our own ability to define categories Our own ability to define categories and units showed that we could and units showed that we could establish reliability but this was establish reliability but this was dependent on the unit of analysisdependent on the unit of analysis

As expected, the latent, and As expected, the latent, and especially latent projective variables especially latent projective variables are most challenging (but often the are most challenging (but often the most interesting) to relaibly identify most interesting) to relaibly identify and code and code

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Validity ProblemsValidity Problems Knowledge telling and knowledge Knowledge telling and knowledge

transforming refer to mental processes by transforming refer to mental processes by which texts are composed, not to texts which texts are composed, not to texts themselves. (Bereiter & Scardemalia, 1987, themselves. (Bereiter & Scardemalia, 1987, p. 13).p. 13).

Linguistic expressions of thought, are Linguistic expressions of thought, are indicators of and not equivalent to thinkingindicators of and not equivalent to thinking

Learning and interaction occur outside of the Learning and interaction occur outside of the transcript.transcript.

The personal context is often more pervasive The personal context is often more pervasive than the networked educational context. than the networked educational context.

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Qualitative vs. Qualitative vs. Quantitative Content Quantitative Content

AnalysisAnalysis Quantitative:Quantitative:

Easiest with manifest variablesEasiest with manifest variables Requires rigorous attention to reliabilityRequires rigorous attention to reliability Can you count the most important educational Can you count the most important educational

variables and do they exist in the transcripts?variables and do they exist in the transcripts? Qualitative: Qualitative:

Faster,Faster, Maybe gets at the “big picture” easierMaybe gets at the “big picture” easier Low transferability, generalizability and Low transferability, generalizability and

comparison capacitycomparison capacity

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Different tools – Different tools – Same Community of Same Community of

Inquiry?Inquiry? ““Different mediums serve different social Different mediums serve different social

presence purposes and are heavily indicative of presence purposes and are heavily indicative of one element. For instance, in the virtual world, one element. For instance, in the virtual world, IM has primarily interactive indicators and IM has primarily interactive indicators and blogs have affective indicators. In order to build blogs have affective indicators. In order to build a balanced community …. a variety of a balanced community …. a variety of technologies should be introduced and technologies should be introduced and encouraged.” encouraged.” Kemp & Walsh 2006Kemp & Walsh 2006

Can COI model be used to assess preence using Can COI model be used to assess preence using social software, Web 2.0 and tools of the social software, Web 2.0 and tools of the educational semantic web (Anderson and educational semantic web (Anderson and Whitelaw, 2004)Whitelaw, 2004)

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EquivalencyEquivalency

Are live teachers critical to teaching Are live teachers critical to teaching presence?presence?

Anderson, T. (2003) Getting the Mix Right. IRRODL

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COI meets Web 2.0COI meets Web 2.0

How much does social presence increase How much does social presence increase in synchronous activitiesin synchronous activities

Does adding voice (auidoconferencing) Does adding voice (auidoconferencing) graphics (web conferencing), pictures graphics (web conferencing), pictures (video), virtual environment (immersion) (video), virtual environment (immersion) significantly increase social presence?significantly increase social presence?

When does too much social presence When does too much social presence detract from cognitive presence?detract from cognitive presence?

Are the resulting limitations on access Are the resulting limitations on access worth social and pedagogical gains?worth social and pedagogical gains?

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Web 2.0 Social PresenceWeb 2.0 Social Presence CohesiveCohesive

MySpace 70 million users, SecondLife 2.7 MySpace 70 million users, SecondLife 2.7 milmil

New lingo, new patterns of interactionNew lingo, new patterns of interaction InteractiveInteractive

Records levels of text, audio and video one Records levels of text, audio and video one to one and one to many via Blogs, Wikis and to one and one to many via Blogs, Wikis and UTubeUTube

Presence moves beyond the classPresence moves beyond the class AffectiveAffective

Multimedia allows body language and voice Multimedia allows body language and voice intonation thereby affording greater intonation thereby affording greater degrees of affective communicationsdegrees of affective communications

Real time is social timeReal time is social time

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Web 2.0 Cognitive Web 2.0 Cognitive PresencePresence

TriggeringTriggering Vast increase in content and context for triggering Vast increase in content and context for triggering

experiencesexperiences Realtime data, videocams, podcasts, sophisticated analysisRealtime data, videocams, podcasts, sophisticated analysis

Exploration: Exploration: Search, Google Earth, data basesSearch, Google Earth, data bases Need not be confined to within the communityNeed not be confined to within the community Multiple culture, contextsMultiple culture, contexts

IntegrationIntegration Powerful and collaborative modeling, mapping, Powerful and collaborative modeling, mapping,

presentation and diagram tools presentation and diagram tools ResolutionResolution

Workplace/home and third places becoming net enabledWorkplace/home and third places becoming net enabled As more activity becomes net enabled, we should be able As more activity becomes net enabled, we should be able

to see “real application” resolution increaseto see “real application” resolution increase

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Web 2.0 Teaching Web 2.0 Teaching PresencePresence

Direct Instruction:Direct Instruction: Power of voice and body language through audio, video and Power of voice and body language through audio, video and

immersiveimmersive Many more resources for referral, scaffolding and referenceMany more resources for referral, scaffolding and reference Adaptive tutorialsAdaptive tutorials Use of autonomous agentsUse of autonomous agents Virtual communities of practiceVirtual communities of practice

Instructional design – Instructional design – Learning objectsLearning objects IMS Learning Design - an Educational Markup LanguageIMS Learning Design - an Educational Markup Language Validated patterns (see Rohse and Anderson, 2006)Validated patterns (see Rohse and Anderson, 2006)

Facilitating DiscourseFacilitating Discourse Immersive environmentsImmersive environments Agents to track, summarize, recordAgents to track, summarize, record Decision making toolsDecision making tools RSS, syndication, filtering, selective retrievalRSS, syndication, filtering, selective retrieval

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COI Beyond the Threaded COI Beyond the Threaded DiscussionDiscussion

Blogging has distinct advantages over Blogging has distinct advantages over more common threaded discussion in its more common threaded discussion in its support of style, ownership and identity support of style, ownership and identity and its public nature may enhance and its public nature may enhance resolution phases of cognitive presence.resolution phases of cognitive presence.

Lack of safety may inhibit social Lack of safety may inhibit social presencepresence

Blogs are a challenging media for Blogs are a challenging media for expressing teaching presence expressing teaching presence

Cameron and Anderson, 2006 Comparing Weblogs to Threaded Discussion Tools in Online Educational Contextshttp://www.itdl.org/Journal/Nov_06/article01.htm

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Teaching Presence Teaching Presence in a Life Long Learning Erain a Life Long Learning Era

Learners of today “used to work for Learners of today “used to work for someone else, but will increasingly someone else, but will increasingly work for themselves and instead of work for themselves and instead of serving as functionaries in the serving as functionaries in the achievement of purposes set by achievement of purposes set by others, they will increasingly set others, they will increasingly set purposes for themselves” purposes for themselves” Richard Sampson, 2005Richard Sampson, 2005

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The COI model grew from traditional The COI model grew from traditional institutional focused education – does it institutional focused education – does it speak to net enhanced life long speak to net enhanced life long learning?learning?

Net living requires teachers to help Net living requires teachers to help students:students: Discover new solutions and new problemsDiscover new solutions and new problems Increase their social capitalIncrease their social capital Focus multiple perspectives and information Focus multiple perspectives and information

to create new knowledgeto create new knowledge Make worthwhile things happenMake worthwhile things happen

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Conclusions:Conclusions: Theoretical Models like COI can be Theoretical Models like COI can be

useful:useful: Descriptive power:Descriptive power: – making sense, – making sense,

accurately depictingaccurately depicting Rhetorical power:Rhetorical power: help us reflect and talk help us reflect and talk

about our experienceabout our experience Inferential power:Inferential power: help us to evolve and help us to evolve and

test educational innovations and test educational innovations and interventionsinterventions

Applicatory power:Applicatory power: Helps us design Helps us design interventions with greatest likelihood of interventions with greatest likelihood of working in real contextsworking in real contexts

Halverson, C.A. (2002). Activity theory and distributed Halverson, C.A. (2002). Activity theory and distributed cognition: Or what does CSCW need to DO with theories? cognition: Or what does CSCW need to DO with theories? Computer Supported Cooperative Work Computer Supported Cooperative Work 11: 243–267.11: 243–267.

C

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Advice for Practice from Advice for Practice from COI ModelCOI Model

Garrison (2006) Garrison (2006) extracted principles in bit extracted principles in bit of a ‘how to’ paperof a ‘how to’ paper Establish a climate that will create a

community of inquiry. Establish critical reflection and discourse that

will support systematic inquiry. Sustain community through expression of

group cohesion. Encourage and support the progression of

inquiry through to resolution. Evolve collaborative relationships where

students are supported in assuming increasing responsibility for their learning.

Ensure that there is resolution and metacognitive development.

Journal Asynch Learning Networks 2006 10(1)

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ConclusionsConclusions Need to Need to

triangulate triangulate quantitative quantitative transcript analysis transcript analysis with other with other techniquestechniques

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ConclusionsConclusions

The COI model can and must grow The COI model can and must grow to meet the emerging Net 2.0 to meet the emerging Net 2.0 context context

The Media is the The Media is the MessageMessage

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Comments? Questions?Comments? Questions?

Terry Anderson,Terry Anderson,

[email protected]@athabascau.ca

Slides at: cider.athabascau.ca/Members/terrya/presentationsSlides at: cider.athabascau.ca/Members/terrya/presentations

When’s lunch?

May I go to the restroom?

Gee whiz, when does the REAL FUN start?

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By three methods we may learn By three methods we may learn wisdom: wisdom: First, by reflection, which is noblest;First, by reflection, which is noblest; Second, by imitation, which is Second, by imitation, which is

easiest; easiest; Third by experience, which is the Third by experience, which is the

bitterest.bitterest. Confucius (551 BC - 479 BC)Confucius (551 BC - 479 BC)

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Pattern for a ‘Discussion Pattern for a ‘Discussion Group’Group’

Discussion groups are the most common way of organising Discussion groups are the most common way of organising

activity in networked learning environments. The degree to activity in networked learning environments. The degree to which a discussion is structured, and the choice of which a discussion is structured, and the choice of structure, are key in determining how successfully the structure, are key in determining how successfully the discussion will promote learning for the participants.discussion will promote learning for the participants.

Therefore:Therefore: Start any online discussion by establishing its structure. Start any online discussion by establishing its structure.

Make the rules and timetable for this structure explicit to Make the rules and timetable for this structure explicit to all the members of the group. Where there is little time all the members of the group. Where there is little time available to the group for the discussion, and/or the available to the group for the discussion, and/or the members of the group are inexperienced at holding online members of the group are inexperienced at holding online discussions, the teacher/facilitator should set the structure. discussions, the teacher/facilitator should set the structure. Where the students are to set their own structure, the Where the students are to set their own structure, the teacher/facilitator should give them support and ideas teacher/facilitator should give them support and ideas about how to do this, and encourage them to do so in a fair about how to do this, and encourage them to do so in a fair and timely way.and timely way.

Towards a Pattern Language for Networked LearningTowards a Pattern Language for Networked Learning - - Peter Peter

GoodyearGoodyear et al (2004) et al (2004)