A few weeks ago, in week 3, my lecture in E-Learning Theories and Practices (EL6052) discussed the Depth Education Model. This model outlines three steps that facilitate deep learning, the most important of those being, Community of Inquiry.
This post describes the main aspects of the Depth Education Model and the Community of Inquiry framework. The post then explains how the model and framework have realigned plans for my upcoming summer project.
The Depth Education Model
The Depth Education Model is a pedagogical model which encourages deep higher-order learning. As opposed to surface learning, where the learner merely remembers facts and figures to pass the course, or achievement learning when the learner concentrates on what material will provide the highest grade. I believe that most learners, myself included, are guilty of surface and achievement learning at times.
The lecture outlined several attributes that deep learners have; these include but are not limited to,
- Relating ideas to previous knowledge and experience
- Looking for patterns and underlying principles
- Checking evidence and relating it to conclusions
- Examining logic and arguments cautiously and critically
- Become actively interested in the course content
The Depth Education Model defines three steps to help facilitate these attributes, these steps are,
- Conditionalised Knowledge
- Metacognition
- Community of Inquiry
Conditionalised Knowledge and Metacognition facilitate learning by allowing learners to use what they have learned in context and encourage critical thinking. However, it is Community of Inquiry that enables the deep learning attributes. As Weigel (2002) commented, deep learning is “learning that promotes the development of conditionalised knowledge and metacognition through communities of inquiry” (p2).
Community of Inquiry
Community of Inquiry (CoI) is a theoretical framework for designing learning environments to support critical thinking, critical enquiry and discourse. It also explains how learning occurs in individual learners through their educational experience.
The CoI framework has three interdependent elements (see image 1). Those three elements are,
- Cognitive Presence
- Learners construct meaning and understanding of what they have learned through reflection and discourse.
- Social Presence
- Learners identify with their community and communicate openly in a trusting environment.
- Teaching Presence
- Teachers design, facilitate, and direct the cognitive and social elements to ensure learners reach their learning outcomes.
It is important to note that social presence facilitates reflection and critical thinking with others in the learning community. Without this, the learner may not reach cognitive presence, which is where deep learning really occurs. It is, therefore, essential to skilfully design learning environments to achieve all three presences.
Overall, the CoI theoretical framework allows the learner to construct personal meaning and obtain mutual understanding with their peers. It is essential that the teacher, or the instructional designer, design courses to facilitate CoI’s and ensure significant deep learning opportunities.
Community of Inquiry as a Learner
The lecture on the Depth Education Model made me think of my undergrad days, where much was learned and debated outside the classroom. Looking back, I now understand why I enjoyed a subject or immersed a little more into a topic; it was because I had the opportunity to share my knowledge and my learning experience with my classmates.
Contrarily, I have participated in asynchronous online courses and now realise why the information from that course did not stick. After completing a course in Excel 5 years ago, today, I still have no idea how to subtract a percentage from a total on another line, but that is another issue.
I now realise that CoI is a sign of good course design and forethought. Ergo, if I am to partake in any future online learning, I will seek out only those that facilitate deep learning and CoI.
Community of Inquiry as a Designer
My realisation of the importance of CoI in course design has made me reconsider my approach to my summer project. Initially, I planned to use a simple quiz to finish each unit to ensure learners remember the information. However, I now realise I must design an environment that allows the learners to understand the information. A new challenge, indeed.
I plan to delve a little deeper into Community of Inquiry and the Depth Education Model in the coming months. There is plenty of literature on both subjects that I am sure will answer a few thoughts I am currently mulling over:
- Will my course be better designed as synchronous rather than asynchronous to facilitate discourse?
- Would group e-tivities be a better assessment than an end of unit quiz?
- Should I create an assessment that runs throughout the course that will encourage discourse between the learners?
As Garrison (2011) pointed out, “an essential, core element of an educational experience when higher-order learning is the desired learning outcome”(p19) is Community of Inquiry. Thus, as an aspiring instructional designer, I now feel it is my obligation and professional responsibility to incorporate CoI’s into future course designs.
References
Garrison, D. R. (2011) E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice. 2nd edition. New York: Routledge
Weigel, Van B. (2002) Deep Learning for a Digital Age. San Francisco, CA: Jossey-Bass.
Recommended Reading
Bektashi, L. (2018) Community of Inquiry Framework in Online Learning: Use of Technology, Power R. eds, Technology and the Curriculum: Summer 2018, Ontario, University of Ontario Institute of Technology, 147-160, available: https://techandcurriculum.pressbooks.com/chapter/coi-and-online-learning/
Community of Inquiry (n.d.) About the Framework, An Introduction to the Community of Inquiry, available: http://www.thecommunityofinquiry.org/ [Accessed 06 March 2021]
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