Effective Learner Support in ODL_SVGCC

We shall use the strategies used to implement the blended framework of CoI and CIF that we have just read about.

1. Social presence

Watch the video below with exciting presentations from different professors on how they use different ice-breakers for the discussion boards with their distant learners. Do you think they are effective?  It’s a long video, Just watch the 1^st 10 minutes.

2. Promoting group identity

Promoting group identity can be achieved when a tutor engages in these activities.

3. Cognitive presence

This is informed by Garrison et al., (1999) critical inquiry model. Here the tutor should ensure that content is designed to flow progressively as follows:

1. The triggering phase:  Here there is the use of a triggering event. For instance, by integrating web 2.0 tools in learner activities learners are likely to be more receptive.
2. Exploration phase. Students are encouraged to employ their PLN in their quest for information
3. Integration and resolution phases. Here tasks are designed that challenge students to step out from the exploration phase and reach the integration and subsequently the resolution phases.

Creative presence

• Spirit of collaboration: The tutor can design activities that allow for collaboration between peers. Members should sense that there is a shared goal and that reaching this goal necessitates collaborating with others instead of antagonizing.
• Spirit of openness: One of these ways is to cultivate the identity of an ‘open scholar’ to the members of the community (Weller, 2012).
  
• Spirit of problem-based learning: Rather than lecturing about the weekly topics, tutors should prepare tasks that resemble real-world problems.
  
• Spirit of technology integration: We consider technology integration important for a number of reasons, such as authenticity in tasks, collaboration, etc. 

  Teaching presence

   The following ways of establishing teaching presence should explored. Bear in mind that anybody can be a teacher in the course including peer teaching
  

• Peer interaction - peer-to-peer interaction is the first step for adopting  teacher’s role by students.

• Shifting roles - Actively encourage students to acquire the role of the teacher in several occasions (i.e. sharing expertise).

  Cohesion

   Group cohesion not something static, but rather constantly evolving and changing depending on the member who acquires the role of the teacher at any given moment. Although this may seem challenging in maintaining a coherent community, the following strategies can be employed to cultivate a cohesive atmosphere
  

• Non-hierarchical relations. The tutor can establish a mutual relationship with students and students alike.

• The use of the inclusive ‘we’ is a feature of the way groups are addressed.

• Casual language and environments. We eschew formalities both in language and in online environments.
  

• Self-disclosure. Self-disclosure helps members to build friendly relations.  Ensure that you take different cultures into consideration as you do this.

Lesson Summary

Most effective teaching and learning is a function of the relationship between the learner and the instructor. Creating a community of learners is an important factor in this relationship. The tutor through the design of learner activities can help create interactive and collaborative activities that help build learner identity, meet their social, emotional and cognitive needs as they learn.

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