{"id":34,"date":"2020-07-08T17:01:14","date_gmt":"2020-07-08T21:01:14","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/chapter\/day-3-teaching-presence\/"},"modified":"2020-07-08T17:06:35","modified_gmt":"2020-07-08T21:06:35","slug":"day-3-teaching-presence","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/chapter\/day-3-teaching-presence\/","title":{"raw":"DAY 3: Teaching Presence","rendered":"DAY 3: Teaching Presence"},"content":{"raw":"\n\n    <h1 id=\"g579899dd0f4408d8cefb5b0be951a6e4\">DAY 3: Teaching Presence<\/h1>\n    <ol><li>\n        \n          <a href=\"#day-3-overview\">DAY 3: Overview<\/a>\n        \n      <\/li>\n    \n      <li>\n        \n          <a href=\"#what-is-teaching-and-social-presence\">What is Teaching and Social Presence?<\/a>\n        \n      <\/li>\n    \n      <li>\n        \n          <a href=\"#teaching-and-social-presence-in-an-online-course\">Teaching and Social  Presence in an Online Course<\/a>\n        \n      <\/li>\n    \n      <li>\n        \n          <a href=\"#strategies-for-creating-teaching-presence\">Strategies for Creating Teaching Presence<\/a>\n        \n      <\/li>\n    \n      <li>\n        \n          <a href=\"#strategies-for-creating-teaching-presence-in-synchronous-teaching\">Strategies for Creating Teaching Presence in Synchronous Teaching<\/a>\n        \n      <\/li>\n    \n      <li>\n        \n          <a href=\"#gf8482864c0313cc226d262862a236d86\">DAY 3:  Discussion Activity<\/a>\n        \n      <\/li>\n    \n      <li>\n        \n          <a href=\"#synchronous-session-1\">Synchronous Session 1<\/a>\n        \n      <\/li>\n    \n    <\/ol><hr><a href=\"toc.xhtml\">Back to Table of Contents<\/a>\n\n    <div><\/div>\n    \n      <div><\/div>\n      \n        <h2 id=\"day-3-overview\">DAY 3: Overview<\/h2>\n<p><\/p><p><strong>On Day 3, we will be interacting in our first synchronous session<\/strong>. We would encourage you to come to the session with your reflections about synchronous\/asynchronous balance and your approach to teaching presence, which be the focus of Day 3, as outlined below.<\/p>\n<p>Today we will be focusing on helping define your <strong>teaching presence<\/strong>. Teaching presence can indeed play an important role and positively impact student online learning, and it is one of the key areas that faculty members have expressed feel uneasy about in the shift to online learning. By definition:&nbsp;&nbsp;<\/p>\n<blockquote class=\"\" style=\"background: #f9f9f9;border-left: 10px solid #ccc;margin: 1.5em 10px;padding: 0.5em 10px\">Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, &amp; Archer, 2001).<\/blockquote>\n<h3>Guiding question (yellow background)<\/h3>\n<div style=\"padding: 12px 16px;background-color: #fcfae8;border: 1px solid #C7CDD1\">\n<ul><li><span style=\"font-weight: 400\">What is your teaching philosophy about your own presence in your courses? (What kind of a teacher do you strive to be and why?)<\/span><\/li>\n<li><span style=\"font-weight: 400\">How do you typically develop a teaching presence in your regular courses? <\/span><\/li>\n<li><span style=\"font-weight: 400\">How might these strategies look different in a blended online learning environment? <\/span><\/li>\n<li><span style=\"font-weight: 400\">What strategies can you use to you develop teaching presence in the synchronous and asynchronous parts of your course and in how you blend them?<\/span><\/li>\n<\/ul><\/div>\n<p>&nbsp;<\/p>\n<div style=\"background-color: #dedede;font-size: 1em;margin: 0px;padding: 10px\">\n<h3>Learning Objectives<\/h3>\n<p>By the end of Day 3, you will be able to:<\/p>\n<ul><li>Articulate key strategies for developing and maintaining a teaching presence in both synchronous and asynchronous teaching<\/li>\n<li>Describe your own philosophy in relation to a teaching presence.<\/li>\n<\/ul><\/div>\n<p>&nbsp;<\/p>\n<h3>Readings &amp; Resources<\/h3>\n<h4>Course Readings<\/h4>\n<p>We have curated a small number of informative readings and resources.<\/p>\n<ul><li>Pearson. Teaching Presence, Higher Education Services. White Paper: Available at: <a href=\"https:\/\/www.pearsoned.com\/wp-content\/uploads\/INSTR6230_TeachingPresence_WP_f.pdf\">https:\/\/www.pearsoned.com\/wp-content\/uploads\/INSTR6230_TeachingPresence_WP_f.pdf<\/a>\n<\/li>\n<li>Sepp, S. (2020). <em>Transitioning to Teaching Online: Presence<\/em> (9:28 min). Video available at: <a class=\"inline_disabled external\" href=\"https:\/\/youtu.be\/84vbvYJn9iQ\">https:\/\/youtu.be\/84vbvYJn9iQ<\/a>\n<\/li>\n<\/ul><p>&nbsp;<\/p>\n<h4>Going Further with The Online Teaching Program<\/h4>\n<ul><li>\n<a href=\"https:\/\/canvas.ubc.ca\/courses\/52088\/pages\/6-dot-0-introduction?module_item_id=1881170\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/52088\/pages\/6-dot-0-introduction\" data-api-returntype=\"Page\">OTP Module 6&nbsp;Teaching in an online classroom<\/a>: This module includes practical tips and resources to help you succeed in teaching your course online.\n<\/li>\n<\/ul><p>&nbsp;<\/p>\n<h3>Discussion Activity (15 minutes)<\/h3>\n<p>On Day 3, you will reflect on and share your philosophy of teaching presence in an online blended learning environment <a title=\"DAY 3: Discussion Activity\" href=\"g579899dd0f4408d8cefb5b0be951a6e4.xhtml#gf8482864c0313cc226d262862a236d86\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/62425\/discussion_topics\/533754\" data-api-returntype=\"Discussion\">here.&nbsp;&nbsp;<\/a>&nbsp;You will also have a chance to choose one strategy for developing a teaching presence with your students, and build it out (e.g. Welcome page on Canvas, introductory video; syllabus component). <\/p>\n\n        <hr><p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\">\n          Back to DAY 3: Teaching Presence\n        <\/a><\/p>\n        <p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n        <div><\/div>\n      \n        <h2 id=\"what-is-teaching-and-social-presence\">What is Teaching and Social Presence?<\/h2>\n<p><\/p><h3>What do we mean by presence?<\/h3>\n<div style=\"background-color: #f3f3f3;padding: 10px\">In this video, Stoo Sepp (UBC, ETS) explains an important aspect of online teaching: PRESENCE.\n<p>Title: Transitioning to Teaching Online: Presence<br>Duration: 9:28 min.<br>YouTube: <a class=\"inline_disabled external\" href=\"https:\/\/youtu.be\/84vbvYJn9iQ\">https:\/\/youtu.be\/84vbvYJn9iQ<\/a>\n<\/p>\n<p style=\"text-align: center\"><\/p>\n\n\n<\/div>\n\n        <hr><p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\">\n          Back to DAY 3: Teaching Presence\n        <\/a><\/p>\n        <p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n        <div><\/div>\n      \n        <h2 id=\"teaching-and-social-presence-in-an-online-course\">Teaching and Social  Presence in an Online Course<\/h2>\n<p><\/p><h2>An Introduction To Presences in an Online Course<\/h2>\n<p>Teaching presence includes both the planning and forethought that go into building your course and what you do \"in the moment\" when interacting with your students. The parts of teaching presence that occur while the course is in session include facilitation of discourse and direct instruction.<\/p>\n<p>Direct instruction is the more straightforward of the two and would include pre-developed presentations, assessing student work and providing instructive feedback, diagnosing misconceptions, clarifying concepts, and referring students to additional resources or practice opportunities.<\/p>\n<p>Facilitating discourse is more than simply requiring students to post to a discussion and reply to others.&nbsp; It involves regularly reading and providing feedback on student postings, encouraging participation, moving the discussion forward when it stalls or gets off track, identifying and drawing out areas of agreement and disagreement, pointing out linkages, and helping students articulate shared understandings. Immediacy behaviors can be helpful when facilitating discourse.&nbsp; Things like referring to students by name, encouraging student-student conversation, sharing personal examples from your own research, travel, or conversations with other faculty contribute to both social and teaching presence.<\/p>\n<div style=\"background-color: #f3f3f3;padding: 10px\">Cormier and Siemans (2010) also suggest several roles instructors can take to provide active teaching presence in an online course:\n<ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Amplifying - Drawing attention to important ideas\/concepts, both in the course materials and in student comments or other work.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Curating - Selecting and arranging readings, videos, and other resources to scaffold concepts<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Aggregating - Finding and displaying patterns in discussions and other communications<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Modeling - Demonstrate the skills you expect from your students - both in terms of interaction and analysis<\/span><\/li>\n<\/ul><\/div>\n<p>It is important to stay present throughout the course - not just at the beginning of the semester. Maintaining continual instructor presence during the course, particularly during natural activity lulls, keeps students motivated and engaged. Students need the structure and leadership of your active teaching presence to move from surface learning to a deeper level of engaged learning.&nbsp; This can take the form of:<\/p>\n<ul><li>defining clear expectations for student work and interactions,<\/li>\n<li>selecting and sequencing manageable sections of content,&nbsp;<\/li>\n<li>facilitating discourse with engaging questions and challenges to test understanding, as well as by modeling appropriate contributions to the discussion,<\/li>\n<li>structuring both collaborative and individual activities that are aligned with desired learning outcomes, and<\/li>\n<li>assessing learning at a deeper, more complex level and providing feedback on learning processes.<br><br><h3><span style=\"font-weight: 400\">Feedback as an Example of Teaching Presence<\/span><\/h3>\n<p><span style=\"font-weight: 400\">Giving feedback on assignments is a critical part of the direct instruction component of teaching presence.&nbsp; It provides a natural opportunity for one-to-one teaching presence while supporting student learning. Getzlaf, et al (2009) describe effective feedback as<\/span><\/p>\n<ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a mutual process involving both student and instructor<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">providing constructive guidance that builds confidence<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">guiding through explicit expectations and ongoing coaching<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">meeting mutually established timelines<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">being applicable to future situations<\/span><\/li>\n<\/ul><p><span style=\"font-weight: 400\">In an online course it is important for students to get frequent feedback on how they are doing. Are they learning what they are supposed to be learning? Are they achieving the learning outcomes? The most effective way to ensure that students get the feedback they need to stay on track is through a comprehensive, balanced assessment strategy that includes both formative and summative assessments. You can even have students provide peer feedback if you supervise it well.<\/span><\/p>\n<p><span style=\"font-weight: 400\">There are several ways to provide feedback in Canvas: <\/span><strong>individual<\/strong><span style=\"font-weight: 400\"> written, audio, or video feedback through Speed Grader or via an Inbox message; <\/span><strong>group<\/strong><span style=\"font-weight: 400\"> feedback in the group space via a group announcement or discussion forum; and <\/span><strong>aggregated <\/strong><span style=\"font-weight: 400\">class feedback via whole class announcements or discussion forums.<\/span><\/p>\n<p><span style=\"font-weight: 400\">However you choose to provide feedback, it is important that the feedback be provided in a timely manner and that it include specific suggestions for improvement. For more information on providing good feedback see <\/span><a href=\"http:\/\/www.ascd.org\/publications\/educational-leadership\/sept12\/vol70\/num01\/Seven-Keys-to-Effective-Feedback.aspx\"><span style=\"font-weight: 400\">7 Keys to Effective Feedback<\/span><\/a><\/p>\n<p>&nbsp;<\/p>\n<h3><span style=\"font-weight: 400\">Being Present from the Beginning: Introducing yourself to your class<\/span><\/h3>\n<p><span style=\"font-weight: 400\">While being present throughout the course is critical, starting as you mean to go on is also important.&nbsp; Providing a personal video introduction at the start of the course allows students to see you as a human being which can mitigate the anonymity of text-based conversation and encourage human connections.<\/span><\/p>\n<p><span style=\"font-weight: 400\">One of the first things you normally do in your class is introduce yourself.&nbsp; In an online class, introductions are even more important as they are one of the first points of contact with you as an instructor and likely the first one where they see you visually. Video introductions help your students feel more connected to you and lets them know there is a real, live faculty member behind the course. They support teaching <\/span><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/types-of-presence-teaching-presence\"><span style=\"font-weight: 400\">presence<\/span><\/a><span style=\"font-weight: 400\">, which is essential to online success. <\/span><a href=\"https:\/\/campustechnology.com\/articles\/2014\/06\/11\/how-to-make-the-most-of-a-video-introduction-for-an-online-course.aspx\"><span style=\"font-weight: 400\">Research on video introductions<\/span><\/a><span style=\"font-weight: 400\">&nbsp; indicates that they can improve student engagement at the beginning of the course and encourage positive student perceptions of you as the instructor.<\/span><\/p>\n<p><span style=\"font-weight: 400\">By beginning the semester by personally introducing yourself and sharing your background, expertise, and interests in a welcoming manner, you can show your students that you are approachable and interested in their learning. Creating a basic introduction video is also a great way to start thinking about using video and audio more general<\/span><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/making-your-own-videos\"><span style=\"font-weight: 400\">ly<\/span><\/a><span style=\"font-weight: 400\">, which diversifies the methods of communication and information delivery in your course. Simple webcam recordings are fine as long as you make sure your lighting and audio are good.&nbsp;&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400\">Cognitive presence is central to successful student learning. The quality of cognitive presence reflects the quality and quantity of critical thinking, collaborative problem-solving, and construction of meaning occurring in student\u2194student and student\u2194faculty interactions. You can model and support cognitive presence in your interactions with students in discussions, assignment feedback, and other communications.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Cognitive presence is based on the iterative relationship between <\/span><strong>personal understanding<\/strong><span style=\"font-weight: 400\"> and<\/span><strong> shared dialogue.<\/strong><span style=\"font-weight: 400\"> Building on the work of John Dewey, Garrison proposed the Practical Inquiry Model shown here.&nbsp; This model integrates these two aspects in a cycle beginning with a question or puzzle - called a triggering event - or just a general awareness that something isn't making sense. The learner then explores the available information and alternatives to make sense of the problem and connects this new information to previously learned concepts. Finally, the learner takes action to solve the problem or answer the question based on their newly integrated understanding.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The overlap between cognitive presence and teaching presence, labeled \"Regulating Learning\" in the <\/span><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/being-present-in-your-online-course\"><span style=\"font-weight: 400\">Community of Inquiry diagram on the first page or this module,<\/span><\/a><span style=\"font-weight: 400\"> focuses on the co-regulation of learning and metacognition by both the instructor and the students.&nbsp; Paz and Pereira (2015) found several categories within Regulating Learning including:<\/span><\/p>\n<ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Confirming understanding of tasks<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Assessing learning strategies and work processes and\/or proposing corrections to those processes<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reminding others of tasks and encouraging them to focus on or contribute to tasks, resources, and activities<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Helping with tasks, processes, or products of learning<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Managing the movement through learning phases or tasks<\/span><\/li>\n<\/ul><p><span style=\"font-weight: 400\">Students also exhibit some of these aspects as self-regulation and as co-regulation in groups.&nbsp;&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400\">Depending on the course and the instructor, the amount of learning regulation will vary.&nbsp; More self-directed graduate students will need less co-regulation than first year undergraduate students. For example, <\/span><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/communicating-with-your-students\"><span style=\"font-weight: 400\">effe<\/span><\/a><span style=\"font-weight: 400\">ctively moderating online discussion<\/span><span style=\"font-weight: 400\"> is an important strategy for supporting cognitive presence. Moderating and modeling the way in which a beginner in the field should be thinking through a question, problem, or case may occur more often in undergraduate classes as the students begin to learn how to learn in the field.&nbsp; It is important to realize that simply interacting with others or with the content does not automatically translate into critical discourse or the integration of ideas into meaningful constructs (Garrison  Cleveland-Innes, 2005).&nbsp;<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400\">Social Presence<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Social presence is important especially at the beginning of the semester when students are getting to know and trust both you and one another. If students can make interpersonal connections with others, they are more likely to engage with the course and the content. Indicators of Social Presence include<\/span><\/p>\n<ul><li style=\"font-weight: 400\">\n<strong>Affective responses<\/strong><span style=\"font-weight: 400\"> such as expressing emotion and using humor<\/span>\n<\/li>\n<li style=\"font-weight: 400\">\n<strong>Interactive responses<\/strong><span style=\"font-weight: 400\"> such as continuing a discussion thread, referring to other students in a message or post, asking questions, and expressing agreement or appreciations<\/span>\n<\/li>\n<li style=\"font-weight: 400\">\n<strong>Cohesive responses<\/strong><span style=\"font-weight: 400\"> such as using other students' names, using inclusive pronouns to refer to their group or class, and engaging in small talk<\/span>\n<\/li>\n<\/ul><p><span style=\"font-weight: 400\">The overlap of social and teaching presence, labeled as \"Setting Climate\" in the Community of Inquiry diagram, includes critical aspects of building a positive learning environment.&nbsp; <\/span><\/p>\n<div style=\"background-color: #f3f3f3;padding: 10px\">Parker and Harrington's (2015) research indicates four main aspects.\n<ul><li><strong>Creating a usable learning environment<\/strong><\/li>\n<li>\n<strong>Building positive rapport<\/strong> by using open, friendly communication, being approachable, and showing respect, courtesy, and patience<\/li>\n<li>\n<strong>Engendering a sense of belonging<\/strong><span style=\"font-weight: 400\"> by addressing students by name, encouraging participation, and publicly or privately recognizing progress and achievement<\/span>\n<\/li>\n<li>\n<strong>Promoting a sense of purpose<\/strong> by regularly monitoring student performance, providing constructive and timely feedback, and clearly articulating course goals,&nbsp;<\/li>\n<\/ul><\/div>\n<p>Students also exhibit some of these aspects when working in groups. Behaviors such as monitoring each other's progress and holding each other accountable for work quality and deadlines in groups sets the climate for their group.&nbsp; Effective group work also hinges on trust and comfort level with other students so building positive rapport and a sense of belonging is vital to setting group norms and participating in efficient collaboration.<\/p>\n<p>In an online class, it is difficult but not impossible for students to get to know each other and you on a more personal level. Providing a space for students to introduce themselves to the class - preferably with video - is a good start to help students see each other as a \"real people\" and not just a name on a screen. Students can embed videos of themselves into Canvas Discussions.<\/p>\n<\/li>\n<\/ul><hr><p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\">\n          Back to DAY 3: Teaching Presence\n        <\/a><\/p>\n        <p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n        <div><\/div>\n      \n        <h2 id=\"strategies-for-creating-teaching-presence\">Strategies for Creating Teaching Presence<\/h2>\n<p><\/p><p>The White Paper about teaching presence&nbsp; includes some specific approaches to creating teaching presence in online courses. This list focuses on both synchronous and asynchronous approaches. Read through the list and consider the approaches for design facilitation and direct instruction.&nbsp; How many of these strategies are you currently using in your online course?&nbsp; Which of these strategies would be appropriate\/valuable for your current teaching? What is missing from this list?<\/p>\n<h3><span style=\"font-weight: 400\">Course Design<\/span><\/h3>\n<ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide clear course learning goals.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Share a course overview and welcome message&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Hold initial face-to-face or synchronous meeting to introduce teacher and course.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Ensure instructions for completing course activities and using required technology are clear.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Set expectations for student participation and activity in the course.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Communicate assignment deadlines and give frequent reminders as deadlines approach.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide engaging, relevant, and appropriate active learning opportunities.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Design assessments that are congruent with learning goals.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Communicate expectations for teacher participation (e.g., extent of teacher involvement in class discussions and email response times).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Present content in a conversational rather than academic style.<\/span><\/li>\n<\/ul><p>&nbsp;<\/p>\n<h3><span style=\"font-weight: 400\">Facilitation<\/span><\/h3>\n<ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Begin course with a trust building conversation (e.g., introductions and icebreakers).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide clear discussion participation requirements (length, content expectations, netiquette, and timeliness).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Foster fruitful discussions through engaging\/open-ended questions.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Challenge and test student ideas (ask for justification\/ rationale).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Monitor discussion to ensure productive dialogue and shape direction as necessary.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Model appropriate contributions.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Focus on student creating meaning and confirming understanding.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Encourage \u201cthinking out loud\u201d and openness for all ideas.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Identify areas of agreement\/ disagreement.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reinforce and encourage participation (draw in less active participants and temper more active posters).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Find consensus\/agreement; summarize class discussions&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Share personal meaning\/ experiences.<\/span><\/li>\n<\/ul><p>&nbsp;<\/p>\n<h3><span style=\"font-weight: 400\">Direct Instruction<\/span><\/h3>\n<ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Offer specific ideas\/share expert and scholarly knowledge.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Help students correct misconceptions\/diagnose understanding.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Suggest new resources\/ content; inject knowledge from outside resources.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Connect ideas (analogies, related topics) and make abstract concepts concrete.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide personal anecdotes and commentary on the teacher's own efforts to master material.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Provide frequent feedback and evaluation guidance (particularly explanatory feedback\u2014expansion of ideas\/ different explanation).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Present content in an effective and focused manner.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Raise questions that lead to reflection and cognitive dissonance.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Scaffold student understanding as necessary. <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Annotate\/comment on assigned scholarly work to personalize and add interest.<\/span><\/li>\n<\/ul><p><span style=\"font-weight: 400\">&nbsp;<\/span><\/p>\n<div style=\"background-color: #f3f3f3;padding: 10px\">\n<strong>Course Development Challenge [Optional]<\/strong><br><br>One of the ways that we can increase teaching presence in a course is by developing a welcome video. Welcome videos are a way to humanize your course and connect with learners. In a welcome video you may want to share how you intend to support students in the course and<br>include any directions or resources students will need to get started.&nbsp; For this OPTIONAL challenge:\n<div style=\"background-color: #f3f3f3;padding: 10px\">\n<ol><li>Watch the <a href=\"http:\/\/acue.org\/online-teaching-toolkit\/#sec1\" target=\"_blank\" rel=\"noopener noreferrer\">Welcome Students video<\/a> created by Michael Wesch a Professor of Anthropology about why welcome videos are important and how to create the,<\/li>\n<li>Create your own welcome video for one of your courses and share it on the discussion board.<\/li>\n<\/ol><\/div>\n<p>&nbsp;<\/p>\n\n<\/div>\n\n        <hr><p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\">\n          Back to DAY 3: Teaching Presence\n        <\/a><\/p>\n        <p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n        <div><\/div>\n      \n        <h2 id=\"strategies-for-creating-teaching-presence-in-synchronous-teaching\">Strategies for Creating Teaching Presence in Synchronous Teaching<\/h2>\n<p><\/p><p>In addition to considering the role of teaching presence in asynchronous and synchronous course design and facilitation, there are some strategies specific to synchronous teaching.&nbsp; When teaching in real-time we have a unique opportunity to inspire, and connect with our students. However, in order to take advantage of this space we need to be intentional about how we set up and facilitate the environment. The following strategies for creating a sense of presence in synchronous sessions is based on the strategies proposed by Finkelstein 2006, Lowenthal 2020,<span style=\"text-decoration: underline\"> McDaniels et all 2016.&nbsp;<\/span><\/p>\n<h4><strong>Creating Teacher Presence in Synchronous Session<\/strong><\/h4>\n<ul><li>\n<strong>Build in Interaction to help create a sense of community and connection: <\/strong>Use polls, whiteboard annotation activities to create connection in your teaching<\/li>\n<li>\n<strong>Specify and Maintain Focus:&nbsp;&nbsp;<\/strong><span style=\"font-weight: 400\"> State what method learners should be using to participate a particular time. This method can change throughout a given learning activity, for example, use a whiteboard to share ideas and then use a text area for discussion but a facilitator should be explicit about where the attention should be at any given point.<\/span>\n<\/li>\n<li>\n<strong>Use Virtual Body Language:&nbsp;<\/strong> Create a sense of presence in synchronous sessions by using emoticons, polls, and other non-verbal cues.&nbsp; Ways of doing this include:&nbsp; Elicit emoticons from learners,Use emotions reflexively when listening,;Use polls as proxies for body language similar to raising hand,;Employ Online Cue to Judge Learners State of Mind, how often do learners respond, do they respond to certain cues?<\/li>\n<li>\n<strong>Model: <\/strong>The type and level of interaction that supports student engagement during live sessions<\/li>\n<li>\n<strong>Make Everyone Feel Included<\/strong>: Try to recognize and solicit contributions from as many learners as possible<\/li>\n<li>\n<span style=\"font-weight: 400\"><strong>Focus participants on different areas of the interface<\/strong> i.e textual comments, poll results e.g. <\/span><span style=\"font-weight: 400\">Let\u2019s turn all our attention to the text chat area,<\/span><span style=\"font-weight: 400\">\u201c I am going to turn off the audio and video for a few minutes, Please respond to questions in the chat.\"<\/span>\n<\/li>\n<li>\n<strong>Be transparent<\/strong> with students as to your reasons for including live sessions in your online courses.<\/li>\n<li><span style=\"font-weight: 400\"><strong>Establish Collections between and among Participants and Students<\/strong>: Start each live session with a brief ice-breaker and\/or get-to-know-you activity to help establish and to get warmed up with the technology before launching into more coursework-oriented activities. <\/span><\/li>\n<\/ul><p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n\n        <hr><p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\">\n          Back to DAY 3: Teaching Presence\n        <\/a><\/p>\n        <p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n        <div><\/div>\n      \n        <h2 id=\"gf8482864c0313cc226d262862a236d86\">DAY 3:  Discussion Activity<\/h2>\n<p><\/p><p>Many educators worry that their teaching presence will be diminished through online delivery and especially through asynchronous online teaching. Having gone through the resources from today that focus on teaching presence, complete the following tasks for your own course:<\/p>\n<ol><li>\n<strong>Reflection on your teaching presence:<\/strong> Reflect on and write out answers to the following questions:<\/li>\n<\/ol><ol><li style=\"list-style-type: none\">\n<ol><li>What is one strategy you will use to build and maintain a teaching presence with synchronous components of your course?<\/li>\n<li>What is one strategy you will use to build and maintain a teaching presence with asynchronous components of your course?<\/li>\n<li>What is your philosophy pertaining to teaching presence that you aim to espouse during your course? (Hint: this may be important background information that you wish to share with your students up front before they begin your course).<\/li>\n<\/ol><\/li>\n<li>\n<strong>Communication with Students:<\/strong> Choose one strategy for developing a teaching presence with your students, and build it out (e.g. Welcome page on Canvas, introductory video; syllabus component). For example, you may wish to film a short introductory video clip where you introduce yourself, welcome students, and share your teaching philosophy and plans for staying connected with them throughout the course.<\/li>\n<li>\n<strong>Keep track:<\/strong> Jot down a few notes about the changes and additions you\u2019ve made on Day 2. You may wish to draw on this for your         \n          small group presentation\n          (Link has been removed because content is not present or cannot be resolved.)\n        \n\/shareback on Day 5.&nbsp;<\/li>\n<\/ol><div class=\"item_details\">\n    <p>Due at: Jun 25 at 12am<\/p>\n    <p>Unlock at: Jun 23 at 12am<\/p>\n    <p><\/p>\n    <p>Grading Type: Pass\/Fail<\/p>\n    <p>Points: 1.0<\/p>\n  <\/div>\n\n\n        <hr><p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\">\n          Back to DAY 3: Teaching Presence\n        <\/a><\/p>\n        <p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n        <div><\/div>\n      \n        <h2 id=\"synchronous-session-1\">Synchronous Session 1<\/h2>\n<p><\/p><h4>Session 1: Balancing Asynchronous and Synchronous Teaching<\/h4>\n<p><strong>Time\/Date:&nbsp;<\/strong>Wed, May 13, 10:00 - 11:30 am<\/p>\n<p><strong>Location: Zoom Room&nbsp;<\/strong><a class=\"external\" href=\"https:\/\/ubc.zoom.us\/j\/91938087710\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ubc.zoom.us\/j\/91938087710<\/a><\/p>\n\n        <hr><p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\">\n          Back to DAY 3: Teaching Presence\n        <\/a><\/p>\n        <p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n        <div><\/div>\n      \n    \n  \n","rendered":"<h1 id=\"g579899dd0f4408d8cefb5b0be951a6e4\">DAY 3: Teaching Presence<\/h1>\n<ol>\n<li>\n<p>          <a href=\"#day-3-overview\">DAY 3: Overview<\/a><\/p>\n<\/li>\n<li>\n<p>          <a href=\"#what-is-teaching-and-social-presence\">What is Teaching and Social Presence?<\/a><\/p>\n<\/li>\n<li>\n<p>          <a href=\"#teaching-and-social-presence-in-an-online-course\">Teaching and Social  Presence in an Online Course<\/a><\/p>\n<\/li>\n<li>\n<p>          <a href=\"#strategies-for-creating-teaching-presence\">Strategies for Creating Teaching Presence<\/a><\/p>\n<\/li>\n<li>\n<p>          <a href=\"#strategies-for-creating-teaching-presence-in-synchronous-teaching\">Strategies for Creating Teaching Presence in Synchronous Teaching<\/a><\/p>\n<\/li>\n<li>\n<p>          <a href=\"#gf8482864c0313cc226d262862a236d86\">DAY 3:  Discussion Activity<\/a><\/p>\n<\/li>\n<li>\n<p>          <a href=\"#synchronous-session-1\">Synchronous Session 1<\/a><\/p>\n<\/li>\n<\/ol>\n<hr \/>\n<p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n<div><\/div>\n<div><\/div>\n<h2 id=\"day-3-overview\">DAY 3: Overview<\/h2>\n<\/p>\n<p><strong>On Day 3, we will be interacting in our first synchronous session<\/strong>. We would encourage you to come to the session with your reflections about synchronous\/asynchronous balance and your approach to teaching presence, which be the focus of Day 3, as outlined below.<\/p>\n<p>Today we will be focusing on helping define your <strong>teaching presence<\/strong>. Teaching presence can indeed play an important role and positively impact student online learning, and it is one of the key areas that faculty members have expressed feel uneasy about in the shift to online learning. By definition:&nbsp;&nbsp;<\/p>\n<blockquote class=\"\" style=\"background: #f9f9f9;border-left: 10px solid #ccc;margin: 1.5em 10px;padding: 0.5em 10px\"><p>Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, &amp; Archer, 2001).<\/p><\/blockquote>\n<h3>Guiding question (yellow background)<\/h3>\n<div style=\"padding: 12px 16px;background-color: #fcfae8;border: 1px solid #C7CDD1\">\n<ul>\n<li><span style=\"font-weight: 400\">What is your teaching philosophy about your own presence in your courses? (What kind of a teacher do you strive to be and why?)<\/span><\/li>\n<li><span style=\"font-weight: 400\">How do you typically develop a teaching presence in your regular courses? <\/span><\/li>\n<li><span style=\"font-weight: 400\">How might these strategies look different in a blended online learning environment? <\/span><\/li>\n<li><span style=\"font-weight: 400\">What strategies can you use to you develop teaching presence in the synchronous and asynchronous parts of your course and in how you blend them?<\/span><\/li>\n<\/ul>\n<\/div>\n<p>&nbsp;<\/p>\n<div style=\"background-color: #dedede;font-size: 1em;margin: 0px;padding: 10px\">\n<h3>Learning Objectives<\/h3>\n<p>By the end of Day 3, you will be able to:<\/p>\n<ul>\n<li>Articulate key strategies for developing and maintaining a teaching presence in both synchronous and asynchronous teaching<\/li>\n<li>Describe your own philosophy in relation to a teaching presence.<\/li>\n<\/ul>\n<\/div>\n<p>&nbsp;<\/p>\n<h3>Readings &amp; Resources<\/h3>\n<h4>Course Readings<\/h4>\n<p>We have curated a small number of informative readings and resources.<\/p>\n<ul>\n<li>Pearson. Teaching Presence, Higher Education Services. White Paper: Available at: <a href=\"https:\/\/www.pearsoned.com\/wp-content\/uploads\/INSTR6230_TeachingPresence_WP_f.pdf\">https:\/\/www.pearsoned.com\/wp-content\/uploads\/INSTR6230_TeachingPresence_WP_f.pdf<\/a>\n<\/li>\n<li>Sepp, S. (2020). <em>Transitioning to Teaching Online: Presence<\/em> (9:28 min). Video available at: <a class=\"inline_disabled external\" href=\"https:\/\/youtu.be\/84vbvYJn9iQ\">https:\/\/youtu.be\/84vbvYJn9iQ<\/a>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4>Going Further with The Online Teaching Program<\/h4>\n<ul>\n<li>\n<a href=\"https:\/\/canvas.ubc.ca\/courses\/52088\/pages\/6-dot-0-introduction?module_item_id=1881170\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/52088\/pages\/6-dot-0-introduction\" data-api-returntype=\"Page\">OTP Module 6&nbsp;Teaching in an online classroom<\/a>: This module includes practical tips and resources to help you succeed in teaching your course online.\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Discussion Activity (15 minutes)<\/h3>\n<p>On Day 3, you will reflect on and share your philosophy of teaching presence in an online blended learning environment <a title=\"DAY 3: Discussion Activity\" href=\"g579899dd0f4408d8cefb5b0be951a6e4.xhtml#gf8482864c0313cc226d262862a236d86\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/62425\/discussion_topics\/533754\" data-api-returntype=\"Discussion\">here.&nbsp;&nbsp;<\/a>&nbsp;You will also have a chance to choose one strategy for developing a teaching presence with your students, and build it out (e.g. Welcome page on Canvas, introductory video; syllabus component). <\/p>\n<hr \/>\n<p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\"><br \/>\n          Back to DAY 3: Teaching Presence<br \/>\n        <\/a><\/p>\n<p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n<div><\/div>\n<h2 id=\"what-is-teaching-and-social-presence\">What is Teaching and Social Presence?<\/h2>\n<\/p>\n<h3>What do we mean by presence?<\/h3>\n<div style=\"background-color: #f3f3f3;padding: 10px\">In this video, Stoo Sepp (UBC, ETS) explains an important aspect of online teaching: PRESENCE.<\/p>\n<p>Title: Transitioning to Teaching Online: Presence<br \/>Duration: 9:28 min.<br \/>YouTube: <a class=\"inline_disabled external\" href=\"https:\/\/youtu.be\/84vbvYJn9iQ\">https:\/\/youtu.be\/84vbvYJn9iQ<\/a>\n<\/p>\n<p style=\"text-align: center\">\n<\/div>\n<hr \/>\n<p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\"><br \/>\n          Back to DAY 3: Teaching Presence<br \/>\n        <\/a><\/p>\n<p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n<div><\/div>\n<h2 id=\"teaching-and-social-presence-in-an-online-course\">Teaching and Social  Presence in an Online Course<\/h2>\n<\/p>\n<h2>An Introduction To Presences in an Online Course<\/h2>\n<p>Teaching presence includes both the planning and forethought that go into building your course and what you do &#8220;in the moment&#8221; when interacting with your students. The parts of teaching presence that occur while the course is in session include facilitation of discourse and direct instruction.<\/p>\n<p>Direct instruction is the more straightforward of the two and would include pre-developed presentations, assessing student work and providing instructive feedback, diagnosing misconceptions, clarifying concepts, and referring students to additional resources or practice opportunities.<\/p>\n<p>Facilitating discourse is more than simply requiring students to post to a discussion and reply to others.&nbsp; It involves regularly reading and providing feedback on student postings, encouraging participation, moving the discussion forward when it stalls or gets off track, identifying and drawing out areas of agreement and disagreement, pointing out linkages, and helping students articulate shared understandings. Immediacy behaviors can be helpful when facilitating discourse.&nbsp; Things like referring to students by name, encouraging student-student conversation, sharing personal examples from your own research, travel, or conversations with other faculty contribute to both social and teaching presence.<\/p>\n<div style=\"background-color: #f3f3f3;padding: 10px\">Cormier and Siemans (2010) also suggest several roles instructors can take to provide active teaching presence in an online course:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Amplifying &#8211; Drawing attention to important ideas\/concepts, both in the course materials and in student comments or other work.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Curating &#8211; Selecting and arranging readings, videos, and other resources to scaffold concepts<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Aggregating &#8211; Finding and displaying patterns in discussions and other communications<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Modeling &#8211; Demonstrate the skills you expect from your students &#8211; both in terms of interaction and analysis<\/span><\/li>\n<\/ul>\n<\/div>\n<p>It is important to stay present throughout the course &#8211; not just at the beginning of the semester. Maintaining continual instructor presence during the course, particularly during natural activity lulls, keeps students motivated and engaged. Students need the structure and leadership of your active teaching presence to move from surface learning to a deeper level of engaged learning.&nbsp; This can take the form of:<\/p>\n<ul>\n<li>defining clear expectations for student work and interactions,<\/li>\n<li>selecting and sequencing manageable sections of content,&nbsp;<\/li>\n<li>facilitating discourse with engaging questions and challenges to test understanding, as well as by modeling appropriate contributions to the discussion,<\/li>\n<li>structuring both collaborative and individual activities that are aligned with desired learning outcomes, and<\/li>\n<li>assessing learning at a deeper, more complex level and providing feedback on learning processes.<br \/>\n<h3><span style=\"font-weight: 400\">Feedback as an Example of Teaching Presence<\/span><\/h3>\n<p><span style=\"font-weight: 400\">Giving feedback on assignments is a critical part of the direct instruction component of teaching presence.&nbsp; It provides a natural opportunity for one-to-one teaching presence while supporting student learning. Getzlaf, et al (2009) describe effective feedback as<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a mutual process involving both student and instructor<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">providing constructive guidance that builds confidence<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">guiding through explicit expectations and ongoing coaching<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">meeting mutually established timelines<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">being applicable to future situations<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">In an online course it is important for students to get frequent feedback on how they are doing. Are they learning what they are supposed to be learning? Are they achieving the learning outcomes? The most effective way to ensure that students get the feedback they need to stay on track is through a comprehensive, balanced assessment strategy that includes both formative and summative assessments. You can even have students provide peer feedback if you supervise it well.<\/span><\/p>\n<p><span style=\"font-weight: 400\">There are several ways to provide feedback in Canvas: <\/span><strong>individual<\/strong><span style=\"font-weight: 400\"> written, audio, or video feedback through Speed Grader or via an Inbox message; <\/span><strong>group<\/strong><span style=\"font-weight: 400\"> feedback in the group space via a group announcement or discussion forum; and <\/span><strong>aggregated <\/strong><span style=\"font-weight: 400\">class feedback via whole class announcements or discussion forums.<\/span><\/p>\n<p><span style=\"font-weight: 400\">However you choose to provide feedback, it is important that the feedback be provided in a timely manner and that it include specific suggestions for improvement. For more information on providing good feedback see <\/span><a href=\"http:\/\/www.ascd.org\/publications\/educational-leadership\/sept12\/vol70\/num01\/Seven-Keys-to-Effective-Feedback.aspx\"><span style=\"font-weight: 400\">7 Keys to Effective Feedback<\/span><\/a><\/p>\n<p>&nbsp;<\/p>\n<h3><span style=\"font-weight: 400\">Being Present from the Beginning: Introducing yourself to your class<\/span><\/h3>\n<p><span style=\"font-weight: 400\">While being present throughout the course is critical, starting as you mean to go on is also important.&nbsp; Providing a personal video introduction at the start of the course allows students to see you as a human being which can mitigate the anonymity of text-based conversation and encourage human connections.<\/span><\/p>\n<p><span style=\"font-weight: 400\">One of the first things you normally do in your class is introduce yourself.&nbsp; In an online class, introductions are even more important as they are one of the first points of contact with you as an instructor and likely the first one where they see you visually. Video introductions help your students feel more connected to you and lets them know there is a real, live faculty member behind the course. They support teaching <\/span><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/types-of-presence-teaching-presence\"><span style=\"font-weight: 400\">presence<\/span><\/a><span style=\"font-weight: 400\">, which is essential to online success. <\/span><a href=\"https:\/\/campustechnology.com\/articles\/2014\/06\/11\/how-to-make-the-most-of-a-video-introduction-for-an-online-course.aspx\"><span style=\"font-weight: 400\">Research on video introductions<\/span><\/a><span style=\"font-weight: 400\">&nbsp; indicates that they can improve student engagement at the beginning of the course and encourage positive student perceptions of you as the instructor.<\/span><\/p>\n<p><span style=\"font-weight: 400\">By beginning the semester by personally introducing yourself and sharing your background, expertise, and interests in a welcoming manner, you can show your students that you are approachable and interested in their learning. Creating a basic introduction video is also a great way to start thinking about using video and audio more general<\/span><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/making-your-own-videos\"><span style=\"font-weight: 400\">ly<\/span><\/a><span style=\"font-weight: 400\">, which diversifies the methods of communication and information delivery in your course. Simple webcam recordings are fine as long as you make sure your lighting and audio are good.&nbsp;&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400\">Cognitive presence is central to successful student learning. The quality of cognitive presence reflects the quality and quantity of critical thinking, collaborative problem-solving, and construction of meaning occurring in student\u2194student and student\u2194faculty interactions. You can model and support cognitive presence in your interactions with students in discussions, assignment feedback, and other communications.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Cognitive presence is based on the iterative relationship between <\/span><strong>personal understanding<\/strong><span style=\"font-weight: 400\"> and<\/span><strong> shared dialogue.<\/strong><span style=\"font-weight: 400\"> Building on the work of John Dewey, Garrison proposed the Practical Inquiry Model shown here.&nbsp; This model integrates these two aspects in a cycle beginning with a question or puzzle &#8211; called a triggering event &#8211; or just a general awareness that something isn&#8217;t making sense. The learner then explores the available information and alternatives to make sense of the problem and connects this new information to previously learned concepts. Finally, the learner takes action to solve the problem or answer the question based on their newly integrated understanding.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The overlap between cognitive presence and teaching presence, labeled &#8220;Regulating Learning&#8221; in the <\/span><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/being-present-in-your-online-course\"><span style=\"font-weight: 400\">Community of Inquiry diagram on the first page or this module,<\/span><\/a><span style=\"font-weight: 400\"> focuses on the co-regulation of learning and metacognition by both the instructor and the students.&nbsp; Paz and Pereira (2015) found several categories within Regulating Learning including:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Confirming understanding of tasks<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Assessing learning strategies and work processes and\/or proposing corrections to those processes<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reminding others of tasks and encouraging them to focus on or contribute to tasks, resources, and activities<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Helping with tasks, processes, or products of learning<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Managing the movement through learning phases or tasks<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Students also exhibit some of these aspects as self-regulation and as co-regulation in groups.&nbsp;&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400\">Depending on the course and the instructor, the amount of learning regulation will vary.&nbsp; More self-directed graduate students will need less co-regulation than first year undergraduate students. For example, <\/span><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/communicating-with-your-students\"><span style=\"font-weight: 400\">effe<\/span><\/a><span style=\"font-weight: 400\">ctively moderating online discussion<\/span><span style=\"font-weight: 400\"> is an important strategy for supporting cognitive presence. Moderating and modeling the way in which a beginner in the field should be thinking through a question, problem, or case may occur more often in undergraduate classes as the students begin to learn how to learn in the field.&nbsp; It is important to realize that simply interacting with others or with the content does not automatically translate into critical discourse or the integration of ideas into meaningful constructs (Garrison  Cleveland-Innes, 2005).&nbsp;<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400\">Social Presence<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Social presence is important especially at the beginning of the semester when students are getting to know and trust both you and one another. If students can make interpersonal connections with others, they are more likely to engage with the course and the content. Indicators of Social Presence include<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\">\n<strong>Affective responses<\/strong><span style=\"font-weight: 400\"> such as expressing emotion and using humor<\/span>\n<\/li>\n<li style=\"font-weight: 400\">\n<strong>Interactive responses<\/strong><span style=\"font-weight: 400\"> such as continuing a discussion thread, referring to other students in a message or post, asking questions, and expressing agreement or appreciations<\/span>\n<\/li>\n<li style=\"font-weight: 400\">\n<strong>Cohesive responses<\/strong><span style=\"font-weight: 400\"> such as using other students&#8217; names, using inclusive pronouns to refer to their group or class, and engaging in small talk<\/span>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">The overlap of social and teaching presence, labeled as &#8220;Setting Climate&#8221; in the Community of Inquiry diagram, includes critical aspects of building a positive learning environment.&nbsp; <\/span><\/p>\n<div style=\"background-color: #f3f3f3;padding: 10px\">Parker and Harrington&#8217;s (2015) research indicates four main aspects.<\/p>\n<ul>\n<li><strong>Creating a usable learning environment<\/strong><\/li>\n<li>\n<strong>Building positive rapport<\/strong> by using open, friendly communication, being approachable, and showing respect, courtesy, and patience<\/li>\n<li>\n<strong>Engendering a sense of belonging<\/strong><span style=\"font-weight: 400\"> by addressing students by name, encouraging participation, and publicly or privately recognizing progress and achievement<\/span>\n<\/li>\n<li>\n<strong>Promoting a sense of purpose<\/strong> by regularly monitoring student performance, providing constructive and timely feedback, and clearly articulating course goals,&nbsp;<\/li>\n<\/ul>\n<\/div>\n<p>Students also exhibit some of these aspects when working in groups. Behaviors such as monitoring each other&#8217;s progress and holding each other accountable for work quality and deadlines in groups sets the climate for their group.&nbsp; Effective group work also hinges on trust and comfort level with other students so building positive rapport and a sense of belonging is vital to setting group norms and participating in efficient collaboration.<\/p>\n<p>In an online class, it is difficult but not impossible for students to get to know each other and you on a more personal level. Providing a space for students to introduce themselves to the class &#8211; preferably with video &#8211; is a good start to help students see each other as a &#8220;real people&#8221; and not just a name on a screen. Students can embed videos of themselves into Canvas Discussions.<\/p>\n<\/li>\n<\/ul>\n<hr \/>\n<p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\"><br \/>\n          Back to DAY 3: Teaching Presence<br \/>\n        <\/a><\/p>\n<p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n<div><\/div>\n<h2 id=\"strategies-for-creating-teaching-presence\">Strategies for Creating Teaching Presence<\/h2>\n<\/p>\n<p>The White Paper about teaching presence&nbsp; includes some specific approaches to creating teaching presence in online courses. This list focuses on both synchronous and asynchronous approaches. Read through the list and consider the approaches for design facilitation and direct instruction.&nbsp; How many of these strategies are you currently using in your online course?&nbsp; Which of these strategies would be appropriate\/valuable for your current teaching? What is missing from this list?<\/p>\n<h3><span style=\"font-weight: 400\">Course Design<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide clear course learning goals.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Share a course overview and welcome message&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Hold initial face-to-face or synchronous meeting to introduce teacher and course.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Ensure instructions for completing course activities and using required technology are clear.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Set expectations for student participation and activity in the course.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Communicate assignment deadlines and give frequent reminders as deadlines approach.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide engaging, relevant, and appropriate active learning opportunities.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Design assessments that are congruent with learning goals.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Communicate expectations for teacher participation (e.g., extent of teacher involvement in class discussions and email response times).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Present content in a conversational rather than academic style.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><span style=\"font-weight: 400\">Facilitation<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Begin course with a trust building conversation (e.g., introductions and icebreakers).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide clear discussion participation requirements (length, content expectations, netiquette, and timeliness).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Foster fruitful discussions through engaging\/open-ended questions.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Challenge and test student ideas (ask for justification\/ rationale).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Monitor discussion to ensure productive dialogue and shape direction as necessary.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Model appropriate contributions.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Focus on student creating meaning and confirming understanding.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Encourage \u201cthinking out loud\u201d and openness for all ideas.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Identify areas of agreement\/ disagreement.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reinforce and encourage participation (draw in less active participants and temper more active posters).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Find consensus\/agreement; summarize class discussions&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Share personal meaning\/ experiences.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><span style=\"font-weight: 400\">Direct Instruction<\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Offer specific ideas\/share expert and scholarly knowledge.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Help students correct misconceptions\/diagnose understanding.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Suggest new resources\/ content; inject knowledge from outside resources.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Connect ideas (analogies, related topics) and make abstract concepts concrete.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide personal anecdotes and commentary on the teacher&#8217;s own efforts to master material.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Provide frequent feedback and evaluation guidance (particularly explanatory feedback\u2014expansion of ideas\/ different explanation).&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Present content in an effective and focused manner.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Raise questions that lead to reflection and cognitive dissonance.&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Scaffold student understanding as necessary. <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">&nbsp;Annotate\/comment on assigned scholarly work to personalize and add interest.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">&nbsp;<\/span><\/p>\n<div style=\"background-color: #f3f3f3;padding: 10px\">\n<strong>Course Development Challenge [Optional]<\/strong><\/p>\n<p>One of the ways that we can increase teaching presence in a course is by developing a welcome video. Welcome videos are a way to humanize your course and connect with learners. In a welcome video you may want to share how you intend to support students in the course and<br \/>include any directions or resources students will need to get started.&nbsp; For this OPTIONAL challenge:<\/p>\n<div style=\"background-color: #f3f3f3;padding: 10px\">\n<ol>\n<li>Watch the <a href=\"http:\/\/acue.org\/online-teaching-toolkit\/#sec1\" target=\"_blank\" rel=\"noopener noreferrer\">Welcome Students video<\/a> created by Michael Wesch a Professor of Anthropology about why welcome videos are important and how to create the,<\/li>\n<li>Create your own welcome video for one of your courses and share it on the discussion board.<\/li>\n<\/ol>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<hr \/>\n<p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\"><br \/>\n          Back to DAY 3: Teaching Presence<br \/>\n        <\/a><\/p>\n<p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n<div><\/div>\n<h2 id=\"strategies-for-creating-teaching-presence-in-synchronous-teaching\">Strategies for Creating Teaching Presence in Synchronous Teaching<\/h2>\n<\/p>\n<p>In addition to considering the role of teaching presence in asynchronous and synchronous course design and facilitation, there are some strategies specific to synchronous teaching.&nbsp; When teaching in real-time we have a unique opportunity to inspire, and connect with our students. However, in order to take advantage of this space we need to be intentional about how we set up and facilitate the environment. The following strategies for creating a sense of presence in synchronous sessions is based on the strategies proposed by Finkelstein 2006, Lowenthal 2020,<span style=\"text-decoration: underline\"> McDaniels et all 2016.&nbsp;<\/span><\/p>\n<h4><strong>Creating Teacher Presence in Synchronous Session<\/strong><\/h4>\n<ul>\n<li>\n<strong>Build in Interaction to help create a sense of community and connection: <\/strong>Use polls, whiteboard annotation activities to create connection in your teaching<\/li>\n<li>\n<strong>Specify and Maintain Focus:&nbsp;&nbsp;<\/strong><span style=\"font-weight: 400\"> State what method learners should be using to participate a particular time. This method can change throughout a given learning activity, for example, use a whiteboard to share ideas and then use a text area for discussion but a facilitator should be explicit about where the attention should be at any given point.<\/span>\n<\/li>\n<li>\n<strong>Use Virtual Body Language:&nbsp;<\/strong> Create a sense of presence in synchronous sessions by using emoticons, polls, and other non-verbal cues.&nbsp; Ways of doing this include:&nbsp; Elicit emoticons from learners,Use emotions reflexively when listening,;Use polls as proxies for body language similar to raising hand,;Employ Online Cue to Judge Learners State of Mind, how often do learners respond, do they respond to certain cues?<\/li>\n<li>\n<strong>Model: <\/strong>The type and level of interaction that supports student engagement during live sessions<\/li>\n<li>\n<strong>Make Everyone Feel Included<\/strong>: Try to recognize and solicit contributions from as many learners as possible<\/li>\n<li>\n<span style=\"font-weight: 400\"><strong>Focus participants on different areas of the interface<\/strong> i.e textual comments, poll results e.g. <\/span><span style=\"font-weight: 400\">Let\u2019s turn all our attention to the text chat area,<\/span><span style=\"font-weight: 400\">\u201c I am going to turn off the audio and video for a few minutes, Please respond to questions in the chat.&#8221;<\/span>\n<\/li>\n<li>\n<strong>Be transparent<\/strong> with students as to your reasons for including live sessions in your online courses.<\/li>\n<li><span style=\"font-weight: 400\"><strong>Establish Collections between and among Participants and Students<\/strong>: Start each live session with a brief ice-breaker and\/or get-to-know-you activity to help establish and to get warmed up with the technology before launching into more coursework-oriented activities. <\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\"><br \/>\n          Back to DAY 3: Teaching Presence<br \/>\n        <\/a><\/p>\n<p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n<div><\/div>\n<h2 id=\"gf8482864c0313cc226d262862a236d86\">DAY 3:  Discussion Activity<\/h2>\n<\/p>\n<p>Many educators worry that their teaching presence will be diminished through online delivery and especially through asynchronous online teaching. Having gone through the resources from today that focus on teaching presence, complete the following tasks for your own course:<\/p>\n<ol>\n<li>\n<strong>Reflection on your teaching presence:<\/strong> Reflect on and write out answers to the following questions:<\/li>\n<\/ol>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li>What is one strategy you will use to build and maintain a teaching presence with synchronous components of your course?<\/li>\n<li>What is one strategy you will use to build and maintain a teaching presence with asynchronous components of your course?<\/li>\n<li>What is your philosophy pertaining to teaching presence that you aim to espouse during your course? (Hint: this may be important background information that you wish to share with your students up front before they begin your course).<\/li>\n<\/ol>\n<\/li>\n<li>\n<strong>Communication with Students:<\/strong> Choose one strategy for developing a teaching presence with your students, and build it out (e.g. Welcome page on Canvas, introductory video; syllabus component). For example, you may wish to film a short introductory video clip where you introduce yourself, welcome students, and share your teaching philosophy and plans for staying connected with them throughout the course.<\/li>\n<li>\n<strong>Keep track:<\/strong> Jot down a few notes about the changes and additions you\u2019ve made on Day 2. You may wish to draw on this for your<br \/>\n          small group presentation<br \/>\n          (Link has been removed because content is not present or cannot be resolved.)<\/p>\n<p>\/shareback on Day 5.&nbsp;<\/li>\n<\/ol>\n<div class=\"item_details\">\n<p>Due at: Jun 25 at 12am<\/p>\n<p>Unlock at: Jun 23 at 12am<\/p>\n<\/p>\n<p>Grading Type: Pass\/Fail<\/p>\n<p>Points: 1.0<\/p>\n<\/p><\/div>\n<hr \/>\n<p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\"><br \/>\n          Back to DAY 3: Teaching Presence<br \/>\n        <\/a><\/p>\n<p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n<div><\/div>\n<h2 id=\"synchronous-session-1\">Synchronous Session 1<\/h2>\n<\/p>\n<h4>Session 1: Balancing Asynchronous and Synchronous Teaching<\/h4>\n<p><strong>Time\/Date:&nbsp;<\/strong>Wed, May 13, 10:00 &#8211; 11:30 am<\/p>\n<p><strong>Location: Zoom Room&nbsp;<\/strong><a class=\"external\" href=\"https:\/\/ubc.zoom.us\/j\/91938087710\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/ubc.zoom.us\/j\/91938087710<\/a><\/p>\n<hr \/>\n<p><a href=\"#g579899dd0f4408d8cefb5b0be951a6e4.xhtml\"><br \/>\n          Back to DAY 3: Teaching Presence<br \/>\n        <\/a><\/p>\n<p><a href=\"toc.xhtml\">Back to Table of Contents<\/a><\/p>\n<div><\/div>\n","protected":false},"author":211,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-34","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/pressbooks\/v2\/chapters\/34","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/wp\/v2\/users\/211"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/pressbooks\/v2\/chapters\/34\/revisions"}],"predecessor-version":[{"id":47,"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/pressbooks\/v2\/chapters\/34\/revisions\/47"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/pressbooks\/v2\/chapters\/34\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/wp\/v2\/media?parent=34"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/pressbooks\/v2\/chapter-type?post=34"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/wp\/v2\/contributor?post=34"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/testertestertester\/wp-json\/wp\/v2\/license?post=34"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}