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.
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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
- 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
- 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
- 22. Orientation Strategies slides @ patricklowenthal.com Orientation Videos
- 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
- 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
Editor's Notes
- 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/