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College Reading and Learning Association Conference Richmond, VA

The Community of Inquiry ( CoI ) and Immersive Virtual Environments in Developmental Education: A Model for Online Learning. College Reading and Learning Association Conference Richmond, VA. Presentation Topics:. 1. Exploration of new online technologies (Second Life).

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College Reading and Learning Association Conference Richmond, VA

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  1. The Community of Inquiry (CoI) and Immersive Virtual Environments in Developmental Education: A Model for Online Learning College Reading and Learning Association Conference Richmond, VA

  2. Presentation Topics: 1. Exploration of new online technologies (Second Life) 2. Examination of Community of Inquiry 3. Implementation for developmental reading students 4. Information for administrators and instructors

  3. Why Explore New Technologies?? • We as developmental instructors MUST be 21st Century-minded. We will be doing our students a disservice if we don’t stay one step ahead in educational technolgies • Our students are bored with traditional instruction • Our students are adept with using social technologies

  4. Virtual Environments Second Life

  5. What is Second Life?? • Second Life is a 3-D Multi User Virtual Environment (MUVE) where avatars (digital representations of yourself) can: • Create • Collaborate • Engage in role-play • Engage in simulation activities • Engage in interactive activities

  6. Instructional Applications in Developmental Education

  7. What Theoretical Model Can We Use?? Community of Inquiry (CoI)

  8. Theoretical Framework Community of Inquiry (CoI) supporting discourse educational experience selecting content setting climate

  9. Cognitive Presence • “Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.” (Garrison, Anderson & Archer W, 2001).

  10. Social Presence • “Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as 'real people.‘”(Rourke, Anderson, Garrison, & Archer, 2001).

  11. Teaching Presence • “Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.” Anderson, Rourke, Garrison, Archer, 2001).

  12. The Revised Bloom’s Digital Taxonomy

  13. What Does This Look Like Instructionally? CoI Categories: • Cognitive presence • Triggering events • Exploration • Integration • Resolution

  14. What Does this Look Like…. Instructionally? • Social Presence Categories • Effective expression • Open communication • Group cohesion

  15. What Does this Look Like…. Instructionally? • Teaching Presence Categories • Design and organization • Facilitating discourse • Direct instruction

  16. What Does this Look Like…. Instructionally? Cognitive Presence Activities • read-alouds (concept application, i.e. main idea) • small or whole-group discussions (based upon narrative or expository readings) • think-pair-share • exploration • direct instruction • Problem-solving and resolution

  17. What Does this Look Like…. Instructionally? Social Presence Activities • Voice or text communication • Note cards • Private messaging (synchronous and asynchronous) • scavenger hunts • Problem-solving and resolution

  18. What Does this Look Like…. Instructionally? Teaching Presence Activities • Direct instruction • Lecture • Facilitating discourse • Demonstration • Facilitator of discussion • Organized fieldtrips to other educational islands

  19. How do We Measure the Existance of CoI?? Multi User Virtual Environment Education Tool (MUVEET)

  20. Second Life and CoI Assessment of Learning • Multi User Virtual Environment Education Evaluation Tool (MUVEEET) • An observation tool designed to measure all three constructs (social, cognitive, and teaching presence in a virtual environment

  21. Developmental Reader Characteristics…As Learners Developmental readers often have cognitive and affective deficiencies such as: • Self-regulation • Effective reading strategies • Reading comprehension skills • Analytical thinking skills • Time management skills • Interest in reading • Motivation

  22. So, How is Second Life Beneficial for Developmental Education? Second Life: • Gives D.E. students a synchronous (in real time) online learning format with teacher presence (to faciliate learning) • Bridges the gap between BlackBoard/WebCT and face-to-face instruction (telepresence) • Facilitates learning technological skills • Encourages self-regulation/time management • Is Engaging

  23. Characteristics… As Digital Natives

  24. What Would a Reading Activity Using SL and CoI Look Like?? • Bearkat Island

  25. Where Do I Begin? • Take a look at your paper entitled “Session Discussion Questions” • Let’s take a few minutes to jot down your thoughts on this topic • Then, let’s discuss…

  26. For More Educational Resources Visit the Second Life Database for Second Life Educators:http://simteach.com/sled/db/

  27. Questions?

  28. Thank you for Coming! Contact Information: Melissa Burgess, Clinical Professor Email: mlb024@shsu.edu Wally Barnes, Coordinator of the Reading Center Email: wbb001@shsu.edu In Second Life, please visit SHSU’s virtual university, Bearkat Island!

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