The Human Element: A MOOC on the Community of InquirySloan-C Emerging Technologies Conference

Whitney KilgoreSamantha Duque

April 9th

The Human Element:An Essential Online Course

Component

ToolsBlogs (Blogger, Wordpress)

Twitter

YouTube

VoiceThread

Facebook

LinkedIn

Many more…

“A critical community of learners, from an educational perspective, is composed of teachers and students transacting with the specific purposes

of facilitating, constructing, and validating understanding , and of developing capabilities that will lead to further learning.”

-Garrison and Anderson

Understanding the Community of Inquiry

Roles

Role of Facilitator

Wayfinding

Amplifying

Curating

Aggregating

Filtering

Modeling

Staying Present

Role of Learner

Autonomous

Self Organize

Connect with Peers

Peer Support

Creation

Sharing

Build Personal Network

#HumanMOOCStructure

The Human Element:Essential Online Course Component

Participation

Discussion Posts

Active Participants # of submissions Files

1945 697 344256

Speedgrader

Learner Demographics

RQ: What are the learner demographics of the individuals that enrolled in the MOOC and why did they enroll?

Educational Background

4 year degree2%

Some graduate school7%

Master Degree

55%

Doctorate Degree

36%

Age21-29

2%

30-3918%

40-4930%

50-5933%

60 -older18%

MOOC Experience

0-159%

2-325%

4-511%

6-85%

How many MOOCs have you partic-ipated in?

Online Teaching Experience

Yes 74%

No26%

Do you currently teach online classes?

Instructor Presence RQ: What kind of teaching methods and tools assist in increasing instructor presence?

Announcements

Sense of Communityneutral

9%

agree59%

strongly agree31%

Instructor actions reinforced the devel-opment of a sense of community among

course participants.

Using Video Instructor Introductions to enhance instructor presence

Helpfulstrongly disagree

2%neutral

18%

agree51%

strongly agree30%

The instructor was helpful in guiding the class towards understanding course topics

in a way that helped me clarify my thinking.

Using VoiceThread to enhance the Community of Inquiry

Cognitive PresenceRQ: How did the community of inquiry inform the activities and interactions in the MOOC?

Curiosity Piqued

disagree2% neutral

9%

agree51%

strongly agree39%

Course activities piqued my curiosity.

Motivation

neutral9%

agree53%

strongly agree38%

I felt motivated to explore content re-lated questions.

Discussionsdisagree

7% neutral9%

agree50%

strongly agree34%

Online discussions were valuable in helping me appreciate different perspectives.

Knowledge Applicability

neutral7%

agree49%

strongly agree44%

I can apply the knowledge created in this course to my work or other non-

class related activites.

TED Ideas worth spreading

Social Presence RQ: How can social media be used to increase social presence in an online classroom?

Online Tools

neutral11%

agree55%

strongly agree34%

Online or web-based communication is an excellent tool for social interaction.

Comfort with Toolsdisagree

9% neutral9%

agree49%

strongly agree33%

I felt comfortable conversing through the online tools.

BLOGS, VOICETHREAD, TWITTER

Webinar withMichelle Pacansky-Brock

Creator of “Explain

Everything”Dr. Reshan Richards

#HumanMOOC

Blogs

Conclusion:Advice to Other Faculty

What to view the slides?

http://www.slideshare.net/humanmooc/sloanc-et4-online-presentation-themooc4814

ReferencesAkyol, Z. & Garrision, D.R. (n.d.). The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive, and Teaching Prescence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. Retrieved from http://sloanconsortium.org/system/files/v11n1_8garrison.pdf

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy . The International Review of Research in Open and Distance Learning, Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663

Brinthaupt, T.M., Fisher, L.S., Gardner, J.G., Raffo, D.M., & Woodard, J.B. (2011). What the best online teachers should do. Journal of Online Learning and Teaching, 7 (4), 515-524. Retrieved from http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm

Broup, J., West, R., & Graham, C. (2011). Improving online social presence through asynchronous video. Internet and Higher Education, (15), 195-203.

deWaard, I., Abajian, S., Gallagher, M., Hogue, R., Keskin, N., Koutropoulos, A., and Rodriguez, O., (2011). Using mlearning and moocs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94-115. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1046/2026

Downes, S. (2012, March 23). [Web log message]. Retrieved from http://halfanhour.blogspot.com/2012/03/education-as-platform-mooc-experience.html

Dunlap, J.C. & Lowenthal, P.R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20 (2)

ELI (2013). 7 things you should know about... Calibrated Peer Reviews. Retrived from https://net.educause.edu/ir/library/pdf/ELI7101.pdf.

Fini, A., (2009). The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. The International Review of Research in Open and Distance Learning, 10(5), 1-26. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/643/1402

Hostetter, C., & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of Scholarship of Teaching and Learning, 13 (1), 11-86. Retrived from http://josotl.indiana.edu/article/views/3268/3623

Ice,P., Curtis, R., Phillips,P. & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community. Jones, P., Naugle, K. Kolloff, M.(2008, March). Teacher Presence: Using Introductory Videos in Online and Hybrid Courses.Learning Solutions Magazine, 1-5. Retrived from http://www.learningsolutionsmag.com/articles/107/teacher-presence-using-introductory-videos-in-online-and-hybrid-courses/pageall%20. 

Ke, F. (2010). Examining online teaching, cognitive, and social presence of adult students. Computers & Education, 55, 808-820, doi: 10.1016/j.compedu.2010.03.013.

Keengwe, J. Adjei-Boateng, E., & Diteeyont, W. (2012). Facilitating active social presence and meaningful interactions in online learning. Education Information Technology, (18), 597-607. doi: 10.1007/s10639-012-9197-9

Kop, R., & Carroll, F. (2011). Cloud computing and creativity: Learning on a massive open online course. European Journal of Open, Distance, and eLearning, Retrieved from http://www.eurodl.org/?article=457

Kop, R., Fournier, H., and Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses. The International Review of Research in Open and Distance Learning, 12(7), 74-93. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1041/2025  

Levy, D., and Schrire, S., (2012, June). The case of a massive open online course at a college of education. Paper presented at New Media Consortium Nmc summer conference, Boston, MA. Retrieved from http://conference.nmc.org/files/smkbMOOC.pdf

Mak, W., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a mooc. Paper presented at 7th international conference on networked learning 2010. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mak.pdf

McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The mooc model for digital practice. (Master's thesis, University of Prince Edward Island, Prince Edward Island, Canada). Retrieved from http://davecormier.com/edblog/wp-content/uploads/MOOC_Final.pdf

Mills, B.J (2010).Idea Paper #47: Promoting Deep Learning. The Idea Center.http://www.theideacenter.org/sites/default/files/IDEA_Paper_47.pdf

Mitra, S., Dangwal, R., Chatterjee, S., Jha, S., Bisht, R., & Kapur, P. (2005). Acquisition of computing literacy on shared public computers: Children and the "hole in the wall". Australasian Journal of Educational Technology, 21(3), 407-426. Retrieved from http://www.ascilite.org.au/ajet/ajet21/mitra.html

Nagel, L., & Kotze, T. (2010). Supersizing e-learning: What a coi survery reveals about teaching prescence in a large online class. Internet and Higher Education, (13), 45-51.

Rodriguez, C. (2012). Moocs and the ai-stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, Retrieved from http://www.eurodl.org/?p=current&article=516

Siemens, G. (2004, December 12). [Web log message]. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Small, G. W., Moody, T. D., Siddarth, P., & Bookheimer, S. (2009). Your brain on google: patterns of cerebral activation during internet searching. The American journal of geriatric psychiatry, 17(2), 116-126. Retrieved from http://www.psychologytoday.com/files/attachments/5230/136.pdf

Williams, R., Karousou, R., and Mackness, J., (2011). Emergent Learning and Learning Ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39-59. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883/1686

Image Credits

http://www.aceonlineschools.com/vintage-correspondence-course-ads/

https://sites.google.com/site/themoocguide/3-cck08---the-distributed-course

www.sxc.hu

http://www.omghub.com/Portals/238/images/PedagogyTechnologHumanity_001.jpg