Well, who knew there is so much to learn about learning! Okay, I did but it feels a bit like a rabbit hole into another world! It’s so easy to just keep doing when you are focused on teaching all the time. It’s nice to take some time to do more exploring about teaching and learning and to do it with both the face-to-face and the online environments in mind.
As far as what I know now that I didn’t before starting the course goes, I could probably say everything. I’ve really enjoyed reading the history of many of our learning ideas including those of Dewey and Vigotsky. I believe I have incorporated many of their thoughts into my practice already and am intrigued to consider how to do so in an online learning environment. It’s too early to say if there are gaps or discrepancies in my ideas in Post 1. I believe I have added to my ideas and started down the path of answering my questions.
I’m curious about how cognitive presence is assessed and how we know students are engaged. There’s a certain amount of self awareness of our own cognitive processes and for me a voice in my head asking questions as I’m reading and even writing right now interacting with the ideas I’m encountering in this course process. I’m not sure everyone has these thoughts. Is it possible that students can and do take a purely transactional approach to learning without internalizing or engaging in the material and the process?
As far as examples related to effective cognitive presence modelling goes, I have a feeling that I’m engaged in such an example right now…someone has asked great questions that are leading me down a road that requires my engagement… Clever.
