1. Blended Learning and the Community of Inquiry Framework
Social Presence-Cognitive Presence-Teaching Presence
Social Cognitive
Presence Presence
Supporting
Establishes Sustains
Discourse
Blended Blended
Learning Learning
Learning
Experience
Setting Selecting
Climate Content
Teaching
Presence
Develops
Blended
Learning

2. Social Presence
● Enables risk free expression
● Group cohesion
● Sustained and open discourse
● Leads to emotional bonding and a sense of
belonging.

3. Cognitive Presence
Cognitive presence is present when the group explores, seeks
answers and solutions to issues that confront it through a process
of sustained communication.
Inquiry Model
Problem Statement > Exploration > Integration>
Resolution/Application

4. Teaching Presence
● Teaching presence must embody and model social and
cognitive presence, but adds leadership
● Teaching presence models sharing personal meaning
leading to emotional/intellectual bonding
● Designs and implements learning strategies, assessments,
and configures groups
● Social and cognitive presence lead to development
of creativity and intuition.

6. Some Key Principles of Blended Learning in a
Community of Inquiry Framework
● Plan for critical reflection, discourse, and tasks that
support systematic inquiries.
● Extend to applications in other areas
● Support students in assuming increasing responsibility
for their learning (students will push back)
● Insure that inquiry moves to resolution and that
metacognitive awareness is developed
● Plan for a full course redesign

7. Four Phases of Blended Learning
1. Before the Face-to-Face Session-Online
○ Create Triggering event
○ Students interact with content before F2F
○ Reading assignment or presentation
○ Pre-quiz to check for understanding
○ Writing or Discussion with peer comments

8. Four Phases of Blended Learning
2. Face-to-Face
○ Debrief online activity
○ Address misconceptions
○ Extend online presentation
○ Individual or small group work
○ Practice, peer instruction, individual help
○ Show examples
○ Keep Lecturing to a minimum

9. Four Phases of Blended Learning
3. After a Face-to-Face Session-Online
○ Further reading and or writing
○ Problem sets in math and science
○ Extend discussions and replies
○ Opinion or research paper submissions
○ Read new document or see presentation
○ Discuss what is or is not resolved

10. Four Phases of Blended Learning
4. Face-to-Face
○ Review online work, problem sets, writing
○ What questions remain unresolved
○ Group or individual presentations, critiques
○ In class assessments or assignments
○ Begin next topic
Repeat any phase as needed.

12. Syllabus for the Workshop
1. Framing effective discussions using CoI
and rubrics for frequent low stakes grades
2. Tools for presentations and choices for online
content delivery (Wacom tablet, Snagit screen
capture, Smart Notebook, MOOCs) F2F
3. Four phases and Face-to-face strategies for:
Differentiated Learning
Individual Learning
Collaborative Learning

13. Syllabus for Workshop continued
4. In class and online assignment and
assessment examples using the Inquiry
Model
5. Course Redesign: F2F
ADDIE-Analysis, Design, Development,
Implementation, Evaluation
Examples of course redesigns
Model for redesign proposals for assistance
6. Final redesign project