Information Technology Reference
In-Depth Information
Phases of cognitive
presence
Indicators
Examples (drawn from the Debate forum)
Phase I: Triggering event
Phase II: Problem
definition
Evocative
A. Problem recognition (information that culminates a
question)
B. Problem identification
C. Puzzlement (questions that take discussions in new
directions)
D. Definition of problem
E. Dissonance expressed
F. Redefinition of problem
G. Uncertainty exhibited
H. Intellectual autonomy
I. Appraisal
[Name]—you used these statements as support of
instructivist perspective—all we were doing was pointing
out that the mission statement didn't necessarily tie into
instructivist—so we weren't sure why you were bringing
it into your position
...
Phase III: Exploration
Inquisitive
A. Divergence (unsubstantiated contradictions of
previous ideas)
B. Divergence (many different ideas/themes presented in
one message)
C. Information exchange (personal
narratives/descriptions)
D. Suggestions for consideration (explicit exploration)
E. Brainstorming (adds to points but does not
systematically defend)
F. Leaps to conclusions (offers unsupported opinions)
G. Explanation
H. Identification of ideas
I. Induction
J. Deliberation
You're right [name]. I think our group, with all the quotes,
arguments and intellectual lingo, has forgotten the
question.
You have some really good points. And it's true, I
agree with you, if the design isn't there and it doesn't
catch the students attention, the learners won't keep
coming back, or probably won't even sign up for the
course. I've taken some distance courses, which because
I needed the credits continued and finished them, but they
were ugly in the design.
I think our group was just trying to say, that
instructivism is the process and the constructivism is the
method that one might take. If you don't have the
instructivist design of a course, then there is no structure,
no way of measuring the learning, and basically a big
“jelly fish” of a course
...
...
they may not agree with me, but that's how I've
been interpreting this concept.
