PLUTO Institute -- Presence and Engagement

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This document discusses the importance of social presence and engagement in online learning environments. It explains that learning is a social process and discusses how technology can be used to facilitate social interaction online. Several strategies for increasing social presence are presented, including using bios, orientation videos, video feedback, synchronous discussions, small group work and social media. The Community of Inquiry framework is also introduced as a way to conceptualize different types of online interactions between students, teachers and course content. The presenter advocates for finding the right balance of social and teaching presence to improve online learning experiences.

Formation Business

Presence & engagement in
online learning environments
Patrick R. Lowenthal
Boise State University
slides @ patricklowenthal.com

More About Me
 educator
 researcher
 designer
 developer
patricklowenthal.com
Twitter @plowenthal

Why this matters to me!
slides @ patricklowenthal.com

I was scared
the first time I
taught online
slides @ patricklowenthal.com

I was scared
that I would
not connect
with my
students
slides @ patricklowenthal.com

Why does
connecting
matter?
slides @ patricklowenthal.com

slides @ patricklowenthal.com
Can learning with technology be social?

Theory of Social Presence
For more info:
The evolution and influence of
social presence theory on online
learning
Social presence is the degree
of salience (i.e., quality or
state of being there) between
two communicators using a
communication medium.

Social Presence Theory…
• Social presence is a quality of a
communication medium
• Some media (e.g., video) have a higher
social presence than other media (e.g.,
text)
• Media with higher social presence are
seen as socialable, warm, and personal

Community of Inquiry
slides @ patricklowenthal.com

High Tech
&
Low Tech
Strategies
slides @ patricklowenthal.com

Social Presence Strategies
Bio strategies
Orientation strategies
Reconnecting strategies
Feedback strategies
Discussion strategies
Small group strategies
Organic interaction strategies

Bios Strategies
Teacher
Bios
Student
Bios

Teacher Bios
For more info:
Intentional Web Presence: 10 SEO
Strategies Every Academic Needs
to Know

Teacher Bios
For more info:
From Pixel on a Screen to Real Person in
Your Students’ Lives: Establishing Social
Presence using Digital Storytelling
Digital Stories

Student Bios
For more info:
Getting to know you: The first
week of class and beyond
Aladdin’s Lamp
Superhero
Powers

Student Bios
For more info:
Defeating the Kobayashi Maru: Supporting
Student Retention by Balancing the Needs
of the Many and the One
5 minute phone call

Student Bios
For more info:
From Pixel on a Screen to Real Person in
Your Students’ Lives: Establishing Social
Presence using Digital Storytelling
Digital Stories

Orientation Strategies
slides @ patricklowenthal.com
Orientation Videos

Orientation Strategies
Detailed Announcements
& Emails

Reconnecting Strategies
Soundtrack of your life
For more info:
Hot for teacher: Using digital
music to enhance student’s
experience in online courses

Reconnecting Strategies
Virtual Paper Bag &
Superhero Powers

Discussion Strategies
Non-threatening discussions
Discussion Protocols
Synchronous Discussions
For more info:
Protocols for Online
Discussions

Small Group Strategies
Peer Review
Group Work
Document Co-Creation
For more info:
Learning, unlearning, and relearning:
Using Web 2.0 technologies to support the
development of lifelong learning skills

Organic Interaction Strategies
For more info:
Tweeting the night away:
Using Twitter to enhance social
presence
Social Media

Types of Interaction
• Student – to – student
• Student – to – content
• Student – to – teacher
slides @ patricklowenthal.com

CoI Reconceptualized
slides @ patricklowenthal.com

Questions for Blended Courses
1. When should you have interactions with
peers?
2. When should you have interactions with
content?
3. When should you have interactions with
the instructor?
slides @ patricklowenthal.com

Patrick R.
Lowenthal
patricklowenthal@boisestate.edu
Articles @ http://patricklowenthal.com/research/
 The power of presence: Our quest for the right mix of social presence in online
courses
 What was your best learning experience? Our story about using stories to solve
instructional problems
 Defeating the Kobayashi Maru: Supporting student retention by balancing the
needs of the many and the one
 Death to the Digital Dropbox: Rethinking student privacy and public performance
 Hot for teacher: Using digital music to enhance student’s experience in online
courses
 From pixel on a screen to real person in your students’ lives: Establishing social
presence using digital storytelling
 Horton hears a tweet
 Tweeting the night away: Using Twitter to enhance social presence
 Online faculty development and storytelling: An unlikely solution to improving
teacher quality
 Teaching presence

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

Beyond the EU: DORA and NIS 2 Directive's Global Impact

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Grant Readiness 101 TechSoup and Remy Consulting

Beyond the EU: DORA and NIS 2 Directive's Global Impact

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PLUTO Institute -- Presence and Engagement

1. Presence & engagement in online learning environments Patrick R. Lowenthal Boise State University slides @ patricklowenthal.com

2. More About Me  educator  researcher  designer  developer patricklowenthal.com Twitter @plowenthal

3. Why this matters to me! slides @ patricklowenthal.com

4. I was scared the first time I taught online slides @ patricklowenthal.com

5. I was scared that I would not connect with my students slides @ patricklowenthal.com

6. Why does connecting matter? slides @ patricklowenthal.com

7. Learning is social!

8. We are social beings!

9. slides @ patricklowenthal.com Can learning with technology be social?

10. Theory of Social Presence For more info: The evolution and influence of social presence theory on online learning Social presence is the degree of salience (i.e., quality or state of being there) between two communicators using a communication medium.

11. Social Presence Theory… • Social presence is a quality of a communication medium • Some media (e.g., video) have a higher social presence than other media (e.g., text) • Media with higher social presence are seen as socialable, warm, and personal

12. Community of Inquiry slides @ patricklowenthal.com

13. High Tech & Low Tech Strategies slides @ patricklowenthal.com

14. Social Presence Strategies Bio strategies Orientation strategies Reconnecting strategies Feedback strategies Discussion strategies Small group strategies Organic interaction strategies

15. Bios Strategies Teacher Bios Student Bios

16. Teacher Bios For more info: Intentional Web Presence: 10 SEO Strategies Every Academic Needs to Know

17. Teacher Bios For more info: From Pixel on a Screen to Real Person in Your Students’ Lives: Establishing Social Presence using Digital Storytelling Digital Stories

18. Student Bios For more info: Getting to know you: The first week of class and beyond Aladdin’s Lamp Superhero Powers

19. Student Bios For more info: Defeating the Kobayashi Maru: Supporting Student Retention by Balancing the Needs of the Many and the One 5 minute phone call

20. Student Bios For more info: From Pixel on a Screen to Real Person in Your Students’ Lives: Establishing Social Presence using Digital Storytelling Digital Stories

21. Student Bios Photo Roster

22. Orientation Strategies slides @ patricklowenthal.com Orientation Videos

23. Orientation Strategies Detailed Announcements & Emails

24. Reconnecting Strategies Soundtrack of your life For more info: Hot for teacher: Using digital music to enhance student’s experience in online courses

25. Reconnecting Strategies Virtual Paper Bag & Superhero Powers

26. Feedback Strategies Video Feedback

27. Discussion Strategies Non-threatening discussions Discussion Protocols Synchronous Discussions For more info: Protocols for Online Discussions

28. Small Group Strategies Peer Review Group Work Document Co-Creation For more info: Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong learning skills

29. Organic Interaction Strategies For more info: Tweeting the night away: Using Twitter to enhance social presence Social Media

30. Types of Interaction • Student – to – student • Student – to – content • Student – to – teacher slides @ patricklowenthal.com

31. CoI Reconceptualized slides @ patricklowenthal.com

32. Questions for Blended Courses 1. When should you have interactions with peers? 2. When should you have interactions with content? 3. When should you have interactions with the instructor? slides @ patricklowenthal.com

33. Patrick R. Lowenthal patricklowenthal@boisestate.edu Articles @ http://patricklowenthal.com/research/  The power of presence: Our quest for the right mix of social presence in online courses  What was your best learning experience? Our story about using stories to solve instructional problems  Defeating the Kobayashi Maru: Supporting student retention by balancing the needs of the many and the one  Death to the Digital Dropbox: Rethinking student privacy and public performance  Hot for teacher: Using digital music to enhance student’s experience in online courses  From pixel on a screen to real person in your students’ lives: Establishing social presence using digital storytelling  Horton hears a tweet  Tweeting the night away: Using Twitter to enhance social presence  Online faculty development and storytelling: An unlikely solution to improving teacher quality  Teaching presence

Notes de l'éditeur

Free-flowing, organic interactions Last but not least, one of our most recent attempts at establishing and maintaining social presence in our courses involves social networking tools—specifically, Twitter. We began using Twitter (and inviting our students to follow us) because we wanted to have an informal, playful way for our online students to connect with us and each other throughout the day. On our quest for the social presence grail—as effective as we thought many of the strategies we have previously discussed were—we felt confined within the structure of the LMS. This was exasperated by the fact that we have been missing the informal, playful banter and chit-chat that is possible when everyone is physically located in the same geographic space. This banter helps students connect with us, and experience our personalities. And, it helps them connect with each other in a more emotional way. Twitter seemed to have potential to further support our social-presence efforts. Twitter. We invite our students to follow us on Twitter and to follow each other. In addition, we provide a list of people outside of the course who tweet about course-relevant topics to follow as well as a number of publications and professional organizations. Our decision to use Twitter to enhance social presence in our online courses was reinforced by students’ experiences (see Dunlap & Lowenthal, 2009a, 2009b) as well as the plain fact that our communications via Twitter seemed much more natural than logging into our LMS, getting into the course shell, then getting into a discussion forum and posting a message . . . and then waiting for someone to respond later (after she or he has already moved on to other work, thoughts, issues). But unlike many of the other strategies, we found Twitter to be an extremely time consuming strategy so we were left wondering about its effectiveness. For more info http://patricklowenthal.com/tweeting-the-night-away-using-twitter-to-enhance-social-presence/

PLUTO Institute -- Presence and Engagement

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PLUTO Institute -- Presence and Engagement

Notes de l'éditeur