Connection, Connection, Connection

Research based models that are rooted in community

Pedagogically Effective Online Instructional Design Model

The four main steps in the Pedagogically Effective Online Instructional Design Model (PEOID) are identify, select, create, and assess. Within the identify stage, there are steps that take place that correlate with the analyzing stage of the ADDIE Model. Within this stage, objectives and goals are examined, as well as the context in which instruction should be delivered to maximize learning. After the identify stage, instructors then select appropriate content and decide whether the delivery instruction should occur in a linear or nonlinear format. Other items that need to be selected are communication tools and resources for both curriculum matters and technology matters. The create stage of the PEOID model happens when instructors begin building their content by intertwining curriculum and materials, as well as establishing communication methods within the course. The last stage of the model requires educators to assess student success throughout the learning module using multiple modalities and to gauge the effectiveness of the course. Chen (2015) states that this model is beneficial to instructional design because it supports traditional learning theories as well as considers proper pedagogical approach. The model also proves to be flexible and adaptable to both the needs of the instructor and the learners.

Community of Inquiry

The Community of Inquiry model is rooted around teachers and students, the heart of education. “The model of this Community of Inquiry assumes that learning occurs within the Community through the interaction of three core elements” (Garrison et al., 2000). The three core elements aforementioned being cognitive presence, social presence, and teaching presence. By incorporating cognitive presence within learning, learning tends to be constructed through communication and inquiry. Because cognitive presence is so essential to critical thinking, it is an imperative asset to the community of inquiry learning model (Garrison et al., 2000). The element of social presence is meant to support and better the cognitive presence in learning. By opening communication between instructors and learners, better opportunities can be opened for cognitive and teacher presence to take root. The third component of teacher presence through the use of educational experience and facilitation best allows for the function and the design of the course to purposefully deliver content material and enhance learning opportunities. Together, these three elements work in equal partnership to establish quality learning environments.

Conclusion

While both of the models function differently, they are both rooted in the idea that community and connection support learning. In a world where so much has been digitized and isolated, it is still important to revert back to the idea that collaboration and communication still hold an important presence in learning. We learn best together, and both of these models clearly support that idea.

Works Cited

Chen, L. (2015). Pedagogically Effective Online Instructional Design Model. EdMedia: World Conference on Educational Media and Technology, 2015(1), 1551–1554.

Garrison, D. Randy., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87–105. https://auspace.athabascau.ca/bitstream/handle/2149/739/?sequence=1

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