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Revisiting the Community of Inquiry Framework: July 9-22, 2012 Facilitators:  Cindy Xin and  Sarah Haavind Since its original publication, Garrison, Anderson and Archer's (2000) "Critical Inquiry in A Text-based Environment: Computer Conferencing in Higher Education" has inspired a great many researchers and advanced our understanding of online learning and online education. In recent years, a number of reviews of the Community of Inquiry framework (CoI) have been published, including, Garrison and Arbaugh's (2007), Swan and Ice (2010). Cindy Xin, author of a recently-published critique (Xin, 2012) will be with us to explain her argument and, together with Sarah Haavind, facilitate a discussion reconsidering the CoI and its recent reviews and critiques. By provoking new thoughts and possibly constructing new theories and methods, we hope to further our understanding of online discussion in particular, and online education in general.

Qualitative analysis of the attitudinal surveys following the activity provided data regarding students' preference for the Physical Webbing activity over the traditional lecture, acceptance of participatory manipulatives, perceived learning and attitudes towards collaborative kinesthetic three-dimensional Mind Mapping.

"My interest in eportfolio tools grew out of efforts to solve a very practical problem: how to allow students to manage and share files (especially large media files) beyond the confines of the institutional learning management system. Students were increasingly asking for better ways to collaborate with classmates and share course and assignment files, as well as for the ability to access their work beyond the duration of a single course. My experimentation with with eportfolio tools began with Mahara, an open source eportfolio application. I piloted the use of Mahara with a small group of students to test whether it would meet their file sharing needs. It was quickly apparent that without faculty engagement, students would be unlikely to invest time in using such a system on their own. This led me to wonder if other institutions had been down similar paths. "

"ePEARL was designed with the help of sound pedagogical research, input from LEARN and English language arts consultants, and practical advice from teachers in the field. ePEARL is designed to scaffold the self-regulation process for students as well as to support the teachers guiding them." (The Software, ¶1, 2010.06.09)

"Educational Uses of iPads: October 18-29, 2010 Facilitator: Brent LeeBrent Lee In lecture halls and libraries, on the bus or at the beach, what makes the iPad a good fit for teaching and learning? This 2-week discussion will be combined with 2 one-hour sessions in the SCoPE Elluminate room. "

"What you're looking at above might seem like an early to mid-90's predecessor to the iPad, but you might be surprised to learn that the device, called the Dynabook, was conceptualized in 1968 by famed computer scientist Alan Kay."\nvia http://twitter.com/cogdog/statuses/27653076555

"Peruse the pages of this website to learn about the concept of motivational design, the theoretical foundation of the ARCS model, the systematic motivational design process, examples of ARCS-related research areas, and a few of the places and people associated with ARCS-related studies and practices" (ARCS Categories, Long Term and Immediate Goals, ¶2, retrieved 2010.12.03).

SNAPP is a software tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies. The network visualisations of forum interactions provide an opportunity for teachers to rapidly identify patterns of user behaviour - at any stage of course progression. SNAPP has been developed to extract all user interactions from various commercial and open source learning management systems (LMS) such as BlackBoard (including the former WebCT), and Moodle. SNAPP is compatible for both Mac and PC users and operates in Internet Explorer, Firefox and Safari.

During this seminar we will be sharing and discussing a video series developed at Thompson Rivers University. These filmed scenarios aim to address the needs of educators and students to enhance intercultural competencies by providing a spring board for dialogue and reflection on best practices for intercultural learning environments.

This Flexible Learning Guidebook was posted by Bronwyn Hegarty to the seminar on Culturally Diverse Learners http://scope.bccampus.ca/mod/forum/discuss.php?d=13541#p55751

"The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation." Resource shared by Roxanne Russell: http://scope.bccampus.ca/mod/forum/discuss.php?d=16188&parent=65968

"OEDb currently contains reviews of 1,025 programs from 83 accredited online colleges. Unlike other leading online education directories, our database only lists accredited online colleges ..." (Welcome to the Online Education Database, ¶1).

"The [OECD's OER] project analyses and maps the scale and scope of initiatives regarding "open educational resources" (OER) in terms of their purpose, content, and funding" (Centre for Educational Research and Innovation (CERI) - Open Educational Resources, ¶2).

"Educators should choose instructional strategies that are most effective for accomplishing a particular educational objective. From this perspective, instructional strategies are tools available to educators for designing and facilitate learning ."

Anderson and Anderson (2010) characterize online continuing professional education (CPE) conferences as "structured, time[-]delineated" events involving "distributed population[s]" in synchronous or asynchronous use of "online communication and collaboration tools" (p. 15). They suggest that these characteristics may enhance "both the quantity and quality of interaction" in formal CPE sessions, thanks to possibilities for preliminary access to conference materials, world-wide participation, and asynchronous as well as real-time interpersonal engagements (p. 22), which in turn may promote constructivist and connectivist modes of learning within professional communities of practice (pp. 7-10). Anderson, Lynn; & Anderson, Terry. (2010). Online Conferences: Professional Development for a Networked Era. Charlotte, NC: Information Age Publishing

EdTechWeekly #186 March 6, 2011 Hosts: Dave, John, and Jen Topics: Learning Analytics, OER University, Using OER Texts

A site for creating debates

An excellent book, blog, collection of resources on planning and facilitating live online events

Presentation by Brent Lee - BC Educational Technology Users Group Spring Workshop June 2010

Collecting resources for the SCoPE Educational Uses of iPads seminar that runs October 18-29, 2010

A bunch of useful resources/links