Sample Activity

Below you will find a sample activity. The sample is designed to provide a basic example of what your own activity might look like. It is based on the Community of Inquiry (Col) framework. Notice that you need to have your objectives, learning outcomes and teaching strategy identified, and an instructor introduction (note: this may already appear on your course syllabus). You can then see how the course objectives align with the learning outcomes as shown in the example below.

 

SAMPLE ACTIVITY

Objectives (what learners will learn)

Learners will:

  • explore the Col framework to develop an understanding of social presence in an online environment.
  • individually research case studies in which social presence played a key role in student success.
  • work in groups of their choosing to analyze the case studies to compare similarities and identify differences.

SAMPLE Instructor introduction

Welcome to CB1000 (Community Building). My name is Sam Poland and I’ll be your instructor for the course. I’ve been teaching this course for four years and love learning new ways of building community with every iteration. I am interested in building a vibrant community together and so I invite you each to share a little bit about yourself with the class so we can get to know each other.

The sample below is for the facilitator to identify how the learning outcomes and tasks/instructions align with a particular online facilitation model (in brown). This example is based on the Col framework.

Notice how each learning outcome is identified with each activity (in pink) to ensure alignment with activity goals and learning outcomes.

 


Learning outcomes (What students will be able to do)

Having read two academic readings on the Col framework, students should be able to:

1.1 explore the Col framework with a specific focus on social presence.

1.2 individually define social presence in their own words to demonstrate their own understanding of social presence.

1.3 individually research and find a chosen case study that exemplifies social presence and its role in student success in online environments.

1.4 work in groups of their choosing to analyze each case study identifying differences and comparing similarities. Note: Groups of 4

1.5 submit their findings in an 850-word summary in an effort to demonstrate their ability to analyze case studies and draw conclusions.

1.6 Optional: write a reflection on their experience of social presence in the group activity on a discussion board (LMS).


Teaching strategy

  • Case study

STEPS

  1. Learners will be exposed to the Community of Inquiry model through selected readings. [1.1]
  2. Learners will be asked to focus on the element of social presence while reading. [1.1]
  3. Learners will contribute their own definition and understanding of social presence on a class Lino as a means of demonstrating comprehension of the concept. [1.2]
  4. Instructor will provide a brief tutorial on how to use Lino TECHNOLOGY
  5. Instructor will read Lino and make comments where necessary. Then the instructor will provide a brief summary of social presence and its role in the Community of Inquiry framework. TEACHER PRESENCE
  6. Learners will be tasked to individually research and find case studies exemplifying social presence and its role in student success in online environments. CASE STUDY [1.3]
  7. Learners will work in groups of their choosing to analyze each case study identifying differences and comparing similarities. CHOICE, GROUPS [1.4]
  8. The instructor will have a scheduled check-in with each group to answer questions and to ensure that the groups are on task. TEACHER PRESENCE
  9. Learners will then submit their findings in an 850-word summary in an effort to demonstrate their ability to analyze case studies and draw conclusions. [1.5]
  10. Learners will be given a choice as to how they submit their final summaries to the instructor (written, audio, or video). CHOICE
  11. The instructor advises students to submit final summaries through LMS.
  12. Instructor feedback. TEACHER PRESENCE
  13. Optional: Learners write a reflection on their experience of social presence in the group activity on a discussion board (LMS). [1.6]

 

 

License

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Fit for Online Learning by U of L Teaching Centre: Jördis Weilandt, Erin Reid, Kristi Thomas, Brandy Old, and Jeff Meadows is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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