1. Creating Online Digital Content forEnhanced Instructor Presence and Improved Student Engagement Kim LewisLord Fairfax Community College

2. Tasks for 2012-2013 Received VCCS grant to integrate audio andvideo digital content into my Survey ofCommunication class (CST 110). Facilitated Faculty Learning Community(FLC), which focused on improving studentability to conduct and document research.The final goal was to produce a deliverablethat would help accomplish this goal. Personal decision to redesign online Surveyof Western Culture classes (HUM 201 andHUM 202). 3. The Starting Point Instructors and students mustestablish effectivecommunication partnershipswhile engaged in onlinelearning (Hodges & Cowan,2012). What does establish effectivecommunication partnershipsentail? 4. Online Learning Terms:Cognitive presence: the way studentsconstruct meaning (Garrison, Anderson, &Archer, 2001) Experiencing Dissonance; Obtaining knowledge; Collecting, synthesizing andincorporating ideas.We tend to focus on this aspect of theonline environment, but it cannot standalone. 5. Online Learning TermsSocial presence: the virtual visibility of theinstructor as perceived by the learner Timely text interaction (participating in online discussions, responding to emails, etc.); Digital messages (audio and video).Students have higher levels of satisfactionwhen instructors demonstrate a socialpresence (Garrison & Cleveland-Innes, 2005;Lowenthal & Dunlap, 2011; Richard & Swan,2003). 6. Online Learning TermsInstructional immediacy -- behavior thatbrings the instructor and the students closertogether. Non-verbal immediacy includes behaviorssuch as smiling, gesturing and eye contact; Verbal immediacy includes behaviors suchas using humor and encouraging studentdiscussion.This is the catalyst for student motivation,active learning, participation andachievement of learning. (Du, Havard, & Li,2005; Lam, Cheng, & McNaught, 2005) 7. Online Learning TermsInstructional immediacy online: Verbal: Asking questions, using self-disclosure, addressing students by name,using inclusive personal pronouns (we, us),responding frequently to students, offeringfeedback; Non-verbal: Visual cues (e.g., color,graphics, or an instructors picture) signalexpressiveness, accessibility andengagement, and politeness. (OSullivan,Hunt, & Lippert, 2004). 8. The Take Away My digital environments need to have cognitivepresence. I need to facilitate learning in a clear and concise manner through clear exercises, meaningful assignments, etc. My digital environments need to have socialpresence. I need to be regularly and obviously online, both through my interaction with the students and my personality in the class environment. My digital environments need to signalinstructional immediacy. I need to show that I an am positively engaged through verbal and non-verbal cues. 9. The Decisions for Classes/FLC Continue to integrate discussion boards andgroup work in the classes; Continue to demonstrate a clear commitment tostudent feedback; Incorporate some self-revelation, similar to what Imight reveal in a traditional class; Have attractive course websites that reflectpersonality and course content; Incorporate audio as often aspossible, particularly on class assignments; Incorporate video with audio overlay, particularlyfor class lectures. 10. HUM 201 11. HUM 202 12. CST 110 Seasonal banners Audio assignments (Total Recorderand Camtasia) Video lectures with audioassignments (Prezi and Camtasia) 13. Faculty Learning Community College banner; Video lectures with audioassignments (PowerPoint andCamtasia); Participatory experience with manyinstructors; Interactive assignments andquizzes. 14. Results HUM 201/202 in progress; CST 110 responses very favorable particularly at speech time; FLC 70 students voluntarilyparticipating, focus group feedback,end-of-term assessment. 15. Any Questions?Thank you!