As part of the pre-session task for the first session, we were asked to read some Spark journal entries, and present a concept that relates to pedagogy. I noticed several of the articles were highlighting the community of inquiry model, and decided to explore this further. 

In the community of inquiry model, Garrison, Anderson and Archer (2000) outlined three distinct presences that are required for online learning: Social, Cognitive and Teaching. They argue:

“Constructing knowledge through discourse and shared understanding requires more than disseminating information either through a study package or lecturing. It requires a commitment to and participating in a community of learners that will support critical reflection and collaborative engagement”

Garrison, 2009

The articles I read were published in 2022. Both were reflecting on changes to their teaching practice during the pandemic. During this time, academic staff were thrown into the new world of teaching online. Their reflections and difficulties resonated with me. Perhaps, we all have some sense of shared experience of that time. However, I don’t think it can be a surprise that staff turn to an online teaching model that promotes the importance of social presence. Afterall, we all had to learn new ways to fabricate social interaction. It was no longer something that came as second nature or that could be incidental. Rather, it became something that had to be choreographed and scheduled.

Whilst most teaching at CSM has now returned to in person delivery. My teaching remains mainly online. Therefore, community of inquiry continues to be relevant to me. How can I use community of inquiry to inform that practice? When I reflect on this, several questions arise:

• How can I build up trust in such short sessions?
• How can I balance the time limitations without sacrificing the chance for activities?
• Can the social presence be woven into the broader community?
• Does social presence have to be synchronous?

When I considered my questions, I realised I often think about our sessions as being singular entities. However, that’s not quite right. Our teaching is situated within a community. We are a team of digital learning practitioners supporting academics, administrative staff and students within the college. We build up networks of relationships with staff and students in a variety of ways. These range from formal interactions, such as attending course committees. To informal interactions, such as social events and water cooler conversations. Every interaction we have helps to strengthen the community and create a shared understanding of ourselves.

I think this is important to recognise. As this will allow us to consider the patterns of our interactions and allow us to think wholistically about our activities. We will also be able to reference those boarder activities within the session to emphasise our shared identity. So, when we do arrive in those individual staff development sessions then participants are able to:

“Identify with the community, communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.”

Garrison, 2009

References

Cifuentes, Lauren, ed. A Guide to Administering Distance Learning. Leadership and Best Practices in Educational Technology Management, volume 2. Leiden ; Boston: Brill, 2021.

Garrison, D. “Communities of Inquiry in Online Learning.” Encyclopedia of Distance Learning, January 1, 2009, 352–55. https://doi.org/10.4018/978-1-60566-198-8.ch052.

Juutilainen, Matti. “Teaching in the Time of Coronavirus: Blended Learning and Online Teaching at London College of Fashion during the Pandemic.” Spark: UAL Creative Teaching and Learning Journal 5, no. 1 (November 21, 2022): 16–32.

Merriam, Sharan B., Rosemary S. Caffarella, and Lisa Baumgartner. Learning in Adulthood: A Comprehensive Guide. 3rd ed. San Francisco [Calif.]: Jossey-Bass, 2007.

O’Shea, Crimson. “Integrating Digital Learning Hubs to Support the Student Learning Journey and Build Community.” Spark: UAL Creative Teaching and Learning Journal 5, no. 1 (November 21, 2022): 66–70.