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OTL 301 post 4

I have a colleague who teaches a combination of online and face-to-face courses. She teaches within a Masters of Counselling program, with a specialization in Art Therapy. I was quite curious to learn more about how online courses are conducted in a profession requiring much face-to-face daily work. She shared that this is a conversation that comes up regularly in their course work, which is both synchronous and asynchronous.

She is quite familiar with the COI framework and has had discussions with the authors of the book/theory. Similar to my own thoughts, she shared that the principles of COI are not complex, however, not always simple to enact in day-to-day practice. She shared that considering the professional area she is instructing in, creating open, honest, and safe climates for discussion is critical.

We also discussed the theory within online education research suggesting that there is ‘no significant difference’ between the outcomes in online and in-person learning. Both of us have conducted much of our education online and tend to disagree with this notion. There are differences between the two delivery methods, and we have both experienced differences in our own learning outcomes – especially when it comes to the principle of self-direction and motivation.

We also share some skepticism with components of the COI framework and wonder why and how some of the principles are not all that different than ‘good instructing’ in a classroom environment? We were also curious about the link between the COI framework and much of the research and work currently being done on open educational resources and how that might affect our field. This, along with continued growth of Massive Open Online courses (MOOCs).

Lastly, we also discussed the notions of ‘netiquette’ and how many courses have various guidelines for ‘forum’ postings – e.g. a limit of 350 words. Then the all-to-common practice of learners simply responding to posts with “I couldn’t agree more…” or “I really appreciate your post…” – and the result is that there is not a lot of critical engagement or inquiry into the materials, or into critical reflection on practice. This combined with some institutions offering online education starting to appear as if they are mere credential-mills.

These are a few of the challenges this field will need to continue to engage in and reflect upon.

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OTL 301 – post 3

In my professional work on a day-to-day basis, I work with a team that is building learning modules focusses on ‘cultural safety in healthcare’. In 2015, all the health authorities in BC (including the newly formed First Nations Health Authority- FNHA) and the Ministry of Health signed the Declaration of Commitment to Cultural Safety and Cultural Humility in BC Healthcare services.

Designing learning opportunities and outcomes has been an interesting process. For example, here are two and associated activities.

  1. Learners will develop an understanding of the their own views of the term “culture”.
  2. Learners will be able to define the term ‘cultural safety’.

The first activity we engage in is having students write down on a sticky note, or in an electronic environment on a platform, what their definition of ‘culture’ includes. We then read through them.

The next part of the activity includes an introduction to the ‘cultural iceberg‘.  The final part of the exercise is organizing posts onto the cultural iceberg and seeing what is missing, and where the majority of posts were located on the iceberg.

The exercise for cultural safety then includes sharing an appreciation for how diverse and wide ‘culture’ is as a term and how can practitioners ensure their practices are cultural safe and respectful.

This is highlighted through the two basic principles of cultural safety: (1) its basis lies in critical self-reflection of practitioners, and (2) cultural safety is determined by clients/patients in healthcare, not the practitioners.

This is then discussed through the principles of dialogue circles, such as those highlighted by critical educator Dr. Stephen Brookfield.

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OTL 301 – post 2

 

My view of effective practice has not changed much as I’ve moved through this material. Having studied at Athabasca U. for both a Masters and now a doctorate degree I have been exposed to the COI framework on multiple occasions and have taken courses with some of the theorists attached to it.  I feel that my approach to teaching (online, blended and/or in-person) is guided by various aspects and principles of the COI framework. However, I also have a few arguments with this theoretical standpoint.

Some of the basic principles such as open, honest communication to build trust seem to be principles that can work in many different scenarios.

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OTL 301 Post 1 – experience

 

Several decades of online course experience have led to many positive, and many, not so positive experiences. I would suggest a grouping of positive experiences as instructor engagement and a feeling that they are to assist in achieving/facilitating student success and learning. The not-so-positive experiences are related more to a feeling that instructors were simply putting in their time.

Respectful and interested engagement with learners seems to be a pretty darn effective practice. This can cross various boundaries such as cultures, genders, ages, or otherwise. Generally, what I have tried to engage in to improve my experiences is to engage in respectful feedback processes. Pointing out where I feel shortfalls have been in course design, facilitation, engagement, or evaluation.

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otl 201_post 2. presencing the social

In thinking about my intro post, I can foresee that it might both increase and decrease social presence – or maybe, the hypothesized ‘benefits’ of social presence. For example, seeing my picture, and assuming that I am a white male might  generate a negative reaction for some, which would still imply ‘social presence’ – however, is it good?

One of the challenges I see with theories of ‘social’ presence in the online learning world is that ‘social’ presences online and the tools to generate that presence, change rapidly. For example, a student (or instructor) of the millennial generation may have multiple social media platforms that could broadcast their presence.

Or, many academics have multiple published papers and books, that in turn generate a ‘social presence’. Sometimes when theories seem to fit too easily, it might mean there are some potential weaknesses. Like other theories, there are both potential advantages and disadvantages to adopting various theoretical paradigms such as COI, and related theoretical components, such as ‘social presence’.

 

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OTL 201- Post 1

I did not yet provide an introductory post. Here are some details about me, which links to my current doctoral studies at Athabasca University, and EdD in Online Education – and a recent presentation I gave for the Faculty of Graduate Studies: “Tensioned Interfaces: Unsettling Settler Spaces and Places in Online Education.”  The link for a presentation given Nov. 20, 2018 will open an Adobe Connect window.

I also have a website, where I intend to post on my “research blog” as my doctoral research evolves.

 

 

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Post 5 – reflective reflections?

 

  • What are 2-3 of the most important ideas that you have studied during this course?

I have explored and critically engaged in the concept(s) of cognitive presence in relation to the COI Framework, along with the topic and concept of ‘feedback’. Approaching these ideas/concepts with a notion to critically engage or interrogate, has facilitated a deeper understanding of the terms, and potential pitfalls.

  • What are 2-3 questions that you have as a result of this course? Identify ways that you can begin to answer those questions.

I remain curious about the relation of the some of the concepts explored in this course and the relation back to a ‘student-centred’ approach. I am curious about the notion of cultural presence(s) and whether the COI framework might have some ethnocentric views. I am curious, and exploring more, the notions of what ‘learning’ is and how it is defined. The brain is a deeply complex entity – and, yet, much literature in education may be guilty of speaking in absolutes, or large generalizations.

  • Identify 2-3 specific goals that you would like to achieve in light of what you have learned about cognitive presence, approaches to learning, and feedback;

I continue to explore definitions of ‘learning’ in relation to some of this material. I intend to incorporate some of those (e.g. Knud Illeris) into my current doctoral dissertation proposal which is due to be defended in the next 4-8 weeks.

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Post 2 – some skepticism

  • What questions would you like to explore on the topic of cognitive presence?

My explorations of the COI model and theorizing has left me with many more questions than learnings. Like many models, especially those trying to quantify and evaluate processes of the brain (e.g. critical thinking) – I find them lacking in various components. For example, I have found the COI model and explorations of cognitive presence are lacking significantly in explorations of multiple cultures, and other epistemologies and ontologies. The COI model is built upon a social constructivism foundation – a set of theories that are contested and debatable.

Yet, there are some aspects of the theories of cognitive presence that I also find useful. Like many things, I do not see it as as an either/or. However, I am still skeptical of the statement provided in the final sentence: “We believe such an approach is capable of refining the concept and model presented here to the point where it can be a reliable and useful instructional tool for realizing higher-order educational outcomes.”

I find this hard to fathom when this set of theorizing has not been explored in, for example, communities of Indigenous learners, or, English as a second (or third, or fourth, etc.) language – especially if it’s frequently been built upon content analysis as the methodology for confirmation. I have found too much of the COI literature to be promotional, as opposed to engaging in critical thinking, which it purports to explore and essentially quantify. We humans know so little about brain function and processes – and some of the theorizing and writing on this subject seems to stretch what ‘we know’ –  a little too far for my comfort. Thus leaving me with many questions to explore in relation to theories of cognitive presence.

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Post 1

  • What is the most important characteristic of high quality online learning environments and why it is important?

I’m not sure how to answer this question as it is not entirely clear what is meant by “learning environment”; for example, visiting an online news service could be described as a ‘learning environment’. Visiting a blog could be considered the same. Watching a recording of a hockey game, could also be considered a learning environment – especially if one is a hockey player or coach. “Video” is used for coaching and learning on a regular basis.

I read a somewhat disturbing stat recently which suggested that a majority of teenage boys/men in N. America are ‘learning’ about sex from free pornography sites. It could be argued that this is also a ‘learning environment’ – as are propaganda websites, religious extremism, and the various battles over “fake news”.

Therefore, in the danger of sounding somewhat provocative, the most important characteristics of any online learning environment is that it is accessible – somehow. Thus, my current conclusion to this question suggests that the most important characteristic of a high quality learning environment is that it must, in fact, be “online”. Or, maybe just as importantly, one would need a device to access an ‘online’ learning environment.

  • What is one thing that you have learned about teaching online (or face-to-face if you haven’t taught online) in the last year and how has it impacted your practice?

I have been both an instructor and a student in online environments over this past year. I have also taught face-to-face. One of the courses I have taught face-to-face focussed on Interpersonal Communication and Conflict Resolution. The vast majority of students in this course were International students. In one class I had 15 Punjabi-speaking students, 5 from various other parts of India, 5 students from the Philippines, 2 from Mexico, 1 from South Korea, 1 from Croatia, and 1 from Rwanda.

For many of these students it was their first semester in Canada. At the beginning of the course, some of these students had only been in Canada for a few days – still suffering from jet lag. I am highly skeptical that this course could be taught as successfully in a purely online environment. Yet, there are theories in the online learning world that there is ‘no significant difference’ between online and face-to-face. I tend to disagree.

Part of my disagreement hinges on some aspects of ‘education’ or ‘learning’ that might be labelled intangibles. Those components that may not be captured in learning objectives and measurable outcomes, and the big data ‘revolution’. I have watched some impressive bonds develop between students from vastly different countries and first languages, as they navigate and struggle through strengthening English skills and a foreign countries’ values, norms and education systems. In turn, I have also frequently found myself a ‘learner’ as I navigate working with learners from other countries. Thus, the impact on my practice is one of approaching an instructor role as someone also open to learning – thus the ‘environment’ for learning can become a reciprocal one for all involved.

  • What questions do you have about online teaching and learning?

I have many questions about online teaching and learning. I am also currently a doctoral student at Athabasca University nearing completion of a doctorate degree specializing in online education and innovation. The field is ripe with theories (e.g. COI) and links to the older practice of ‘distance education’ (e.g. through the mail, or otherwise). However, sometimes the theorizing might get in the way of the reality for many learners (and instructors plus institutions) – especially those learners that may be marginalized by a variety of factors. Yet, on the flip side, there are also countless opportunities.

Many of my questions lie along that spectrum or continuum.