The Community of Inquiry Model
I thoroughly enjoyed the speakers and the topic of Community of Inquiry resonated with me. Dr. Marti Cleveland-Innes highlighted the key features of the Community of Inquiry model: Social Presence, Cognitive Presence, and Teaching Presence.
When I reflect on my own experience during the residency at RRU I realize that I was constructing meaning in increments and when I compare the LRNT 502: Introductory to Research course with the Community of Inquiry model I see parallels.
Social Presence: First, I began by building relationships with the other learners and facilitators in the program in order to find a voice from which to begin a dialogue about the content. I needed to know how I could contribute with the small amount of knowledge that I possessed at the time. But I needed to feel safe in order to do that. The online portion of our course contained community building discussion boards, synchronous sessions, video introductions among other things to build a community. The face to face portion included overt community building practices and some happened organically as well.
Cognitive Presence: Next, I engaged with the content on a cognitive level by reading and writing. Then I reflected on my understanding of the content and on the discussion and constructed more meaning from both. I was able to take what I knew, layer on what others had shared, and make new meaning. Upon returning to the content again, I felt that I had a higher level of understanding.
Teacher Presence: Woven through all of this was the design of the course and the varied ways to engage with the content, the facilitators and the cohort. Guidelines, rubrics, instructions and outcomes were specific and meaningful and the facilitators and organizers were available, inclusive and helpful. I know this blog may read more like feedback for this particular course but, for my experience I am finding understanding in the model of Community of Inquiry.