Presentation at 15th Annual SLOAN-C Conference for Online Learning by Peter Shea, Jason Vickers, Suzanne Hayes University at Albany

1. Peter Shea Jason Vickers Suzanne Hayes University at Albany Revisiting the Community of Inquiry Framework of Online Learning

4. Community of Inquiry Framework Social Presence The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

11. Discussion: 25% of the final grade Debates: 10% Other Course Activities: 65%

14. Course Instructions & Documents Course Material Coded Course Assignments Discussions CP SOLO Case Study Mod 1 X X Case Study Mod 2 X Case Study 3 X X Case Study 4 X X Description of Term Project Research Paper Outline Final Research Paper Discussions SP TP CP Module 1 X X X Module 2 X X X Module 2 Debate** Coding Underway Module 3 X X X Module 4 X X X Module 5 X X X SP TP CP Orientation & Syllabus X X X Introduction Module (w/ Icebreaker) X X Module 1 X X Module 2 X X Module 3 X X Module 4 X Module 5 P1 Communicative Documents P3 P3 P2

17. Cognitive Presence Coding Sheet Phase Code Indicator Socio-Cognitive Process Triggering Event CP-TE-1 Recognize problem Presenting background information that may culminate in a question or presents a problem/issues CP-TE-2 Sense of puzzlement Asking questions or Messages that take discussion in a new direction Exploration CP-EX-1 Exploration within the online community Unsubstantiated agreement or disagreement/contradiction of previous ideas CP-EX-2 Exploration within a single message Many different ideas/themes presented in one message CP-EX-3 Information exchange Personal narratives or description CP-EX-4 Suggestions for consideration Author explicitly characterizes message as exploration CP-EX-5 Leaps to conclusions Offers unsupported opinions Integration CP-IN-1 Integration among groups members; Building on, adding to others' ideas Reference to previous message followed by substantiated agreement or disagreement (I agree/disagree because…) CP-IN-2 Integration within a single message (response to prompt) Justified, developed, defensible, yet tentative hypotheses CP-IN-3 Connecting ideas, synthesis Integrating information from one or more sources - textbook, articles, personal experience, other posts or peer contributions. CP-IN-4 Creating solutions Explicit characterization of message as a solution by participant Resolution/Application CP-RE-1 Vicarious application to real world testing solutions; Providing examples of how problems were solved CP-RE-2 Defending solutions Defending why a problem was solved in a specific manner

21. Distribution of Teaching Presence within Each Course

28. Thank you! Peter Shea Jason Vickers Suzanne Hayes University at Albany