nyam ne-pa

Creating building systems in the present sense is not enough. We need a new, more subtle kind of building system

It should include severalbasic pieces of information:• A time frame for replies to email communicationsand questions posted on discussion forums, withencouragement to ask questions in advance ofassignment due dates• A time frame for providing feedback on assignments• Commentary on how the instructor plans to participatein online asynchronous discussions (e.g., I do readevery post, but will not reply to every post so as not todominate the conversation; I will post a summary ofdiscussion highlights at the conclusion of each unit.)• Commentary on other ways the instructor plans to remainactively involved throughout the course and how urgentor timely information will be communicated (e.g., viaannouncement or email)

Instructor presence is required for social presence to occur, and social presence is necessary for cognitive presence (Akyol & Garrison, 2008; Garrison, et al., 2001; Shea & Bidjerano, 2009).  Furthermore, Shea & Bidjerano (2009) purport that “teaching presence predicts variance in cognitive presences directly” (p. 545). As an example, they found that when the instructor focused and participated in discussion, teaching presence correlated to higher cognitive presence.

The quadrants are cognitive presence indicators, illustrating the sequence of critical thinking: Triggering event – A question or problem; Exploration – The search for information to answer the question or solve the problem; Integration – Making sense of the knowledge found; and Resolution – Applying the idea for confirmation. Garrison et al. (2001) later refined the model and considered integration as a pivotal part of the inquiry process. They noted that it can be difficult to recognize, and must “be inferred from communication within the community of inquiry” (p. 10). In this phase, “teaching presence is essential in moving the process to more-advanced stages of critical thinking and cognitive development” (p. 10), because without it, students may remain comfortable in the exploration phase, and not move into integration or resolution.

Garrison et al. (2000) consider cognitive presence a “vital element in critical thinking a process and outcome that is frequently presented as the ostensible goal of all higher education”

One of the advantages for the instructor in an online environment is that there is a “concrete interactive trail” (Lamb & Callison, 2005, p. 30), leaving the instructor with a tool for analyzing the paths of cognitive presence throughout the course and among students. Several studies showed that students with high social presence also had increased perceptions of quality learning as well as satisfaction with their instructors

the extent to which cognitive presence is created and sustained in a community of inquiry is partly dependent on how communication is restricted or encouraged” (Garrison et al., 2000, p.93). Cognitive presence is also evident when students purposefully and collaboratively construct knowledge (Garrison, et al., 2001), resulting in deep meaning, retained knowledge, and critical thinking (Nagel & Kotzé, 2010).

Garrison et al. (2000) explain that cognitive presence “can best be understood in the context of a general model of critical thinking” (p. 98), and that “what to think…is domain-specific and context-dependent” (p.98).

Michael Graham Moore (1989), editor of the American Journal of Distance Education since 1987, identifies three distinct types of interaction: learner-to-content, learner-to-instructor, and learner-to-learner.  Learner-to-instructor interaction is described as encouraging interest and modeling, organizing information and assessing progress, maintaining individual contact with the learner, interacting frequently, and fostering the learner-to-learner interaction (Moore, 1989).  It is Moore’s (1989) contention that these connections are keys to effective distance learning.

He believed their mission was to guide students to handle social influencers and to foster a continual construction of knowledge.

Despite frustration with the course I was taking for my academic program, I, and my fellow students, began to take charge and support one another as we approached the final weeks of the semester.  While some of us continued to flourish in this newfound community, others appeared lost.  The lack of feedback and direction from the instructor was frustrating with the final project deadline looming.

At its core, instructor presence means being there for your students.

The designer of online courses needs to consider how he or she and others teachinga course will be able to leverage design features such as built-in interactions andavenues for communication

Regularly communicate with the class in a consistent, predictable, and publicmanner, whether in the discussion forums, class e-mails, or announcements(Arbaugh & Hwang, 2006; Lowenthal & Thomas, 2010)• Occasionally send individual e-mails or messages to students (Dunlap &Lowenthal, 2010)• Provide timely and detailed feedback (Borup et al., 2015; Cox et al., 2015; Dunlap& Lowenthal, 2014; Ice et al., 2007)• Have students post assignments in discussion forums rather than in digital dropboxes (Lowenthal & Thomas, 2010)• Self-disclose and share personal stories (Lowenthal & Thomas, 2010)• Address students by name (Rourke et al., 1999

Clearly set expectations and how instructors see their role in class discussions (asDennen, 2005, found, there is not one right way to facilitate discussions) (Shea,Hayes, & Vickers, 2010)• Add humor when appropriate (e.g., post content-related comic strips) (seeGunawardena & Zittle, 1997; Rourke et al., 1999; Sung & Mayer, 2012; Wiseet al., 2004)

to design courses that reflect not only your personality but also,most importantly, your own instructional values

establishing instructor social presence in online courses is find-ing ways to establish one’s personality—or what Dennen (2007) termed persona.

The study reported thetop 10 techniques used by the instructors for establishing their instructor presence as fol-lows: using names (cohesive), using greetings (cohesive), referencing groups (cohesive),acknowledging work (interactive), clarifying for instructional purposes (direct instruc-tion), providing tips for how to succeed in the course (facilitating discourse), providinggeneral information or just-in-time information about the course (design and organiza-tion), offering praise and encouragement (interactive), using unusual punctuation orparalanguage to express nonverbal emotions (affective), and using emphasis to heightenawareness (affective)

investigated instructor social presence in accelerated onlinecourses which the instructors did not design and in which they did not have authoringaccess to the courses. In courses like these, the instructors could only share things aboutthemselves—and that they were “real” and “there”—through the course discussions andthe grade book. In this mixed-methods exploratory study that focused solely on analyzingonline course discussions, Lowenthal found that instructors spent some time establishingtheir own social presence (e.g., greetings and salutations, inclusive language, empathy)but that they quickly shifted their focus from social presence behaviors to teaching pres-ence behaviors (e.g., dealing with course logistics), most likely because of the lack of timein eight-week accelerated online courses

concept of intimacy (Argyle & Dean, 1965), which in instructional terms can be thoughtof as supporting and meeting the needs of individual learners. Although an instructor’ssocial presence, and specifically this type of immediacy and intimacy, depends largelyon teacher-to-student interaction, it also depends on the design and development deci-sions that permeate all aspects of a course, including individual projects or assignments

Likewise, research hasshown that instructor immediacy is important in face-to-face courses (Witt, Wheeless,& Allen, 2004) and online courses (Baker, 2010; Hutchins, 2003), even if it might beaccomplished in different ways.

ocial presence has also been linkedto student retention and intention to reenroll in online course rates

esearch has also shown that social presence can influ-ence students’ learning experiences, including students’ participation and motivationto participate

Online students care about getting a sense ofwho their instructors are and that they are “real” people and “there”—namely, their socialpresence

Research has shown us that students’ relationshipswith faculty have a direct and significant effect on their scholarly engagement

cognitive presence, is “the extent to which the participants in . . . acommunity of inquiry are able to construct meaning through sustained communication”

The second element, teaching pres-ence, involves instructional management, building understanding, and direct instruction

five integrated elements:affective association, community cohesion, instructor involvement,interaction intensity, and knowledge and experience. Examining theconcept of social presence through this lens allows us to understand howthese elements relate to satisfactory online experiences

One way in which students report experiencing the social presenceof an instructor is the immediacy of response and type of feedbackreceived

who determine the five most important elements of social presenceto be social respect, social sharing, open mind, social identity, andintimacy. All these facets are areas in which video and voice can enrichonline students’ learning experience.

Social presence is increased when the class moves away frombeing purely text based and incorporates voice and video

Findings from the study indicated that emotional expression,open communication, and group cohesion were key elements in studentperceptions of teaching and learning in their online MAEd program

when there is a high level of trustbetween the instructors and students, the learning space fulfills a certainpurpose in students’ lives and increases the likelihood of learning;

only thequality of interpersonal interaction within a course relates positively andsignificantly to student grades

Their analysis revealed that social presence has asubstantial effect on learning interaction, which in turn affects learningperformance.

but with social presence havingthe most significant correlation coefficient

where we see that those who chose a face-to-face class as thebest were both more likely to say the instructor was the most important factor in that selection and morelikely to rank their relationship with the instructor and the instructor’s attitude as important.

. Moore (2013) found thatTD was the single biggest predictor of student satisfaction in online classes, a finding confirmed by morerecent research as well (Weidlich & Bastiaens, 2018). Low online retention rates are explained, in part, bythe potentially high barrier to contact and relationship-building between faculty and students in onlinecourses.

These findings support the need for increased faculty professionaldevelopment in online course design and facilitation focused on student experience as well as facultyexpertise.

However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “standin” for instructors in online classes.

Selecting two or three key points (e.g. two stars and a wish; stars & stairs) or connecting to important learning goals will minimize a rambling feedback message or a missed ‘teachable moment.’

Garrison, Anderson & Archer (2001) define teaching presence as “the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.”

Humanizing elements in feedback incorporate the content, strategies, sequence, and tools. Content elements include the focus, function, valence, clarity, and specificity. Feedback strategies incorporate timing, amount, audience, and mode. Considering the sequence for feedback – listening, summarize-explain-redirect-resubmit (SE2R), connecting, creating, and tracking will assist instructors to humanize their actions. A survey of available technologies and tools to create feedback messages with text, graphic, audio, image, and video, and integrated multimodal production technologies is presented. A

we aren’t just trying to replicate some of the humanizing interactions in face-to-face courses (such as: eye contact, nodding, and casual banter). We’re also talking about intentionally creating moments of exchange, feedback, and personal framing for the learning that our students experience.

“[instructor presence is]  the instructor’s interaction and communication style and the frequency of the instructor’s input into the class discussions and communications

You can’t make a student do the work or be successful in your course, but you can let them know you’re there if they need it!

(Flipgrid can help with this!).

Respond within a given time frame. Let students know when they can expect a response from you via email or in the LMS and stick to it. Students should know that they’ll be able to get answers or assistance in a set amount of time.

Even if your course is largely asynchronous, giving students the chance to interact with you and other students in a live format can help them get to know you better and may help many feel more comfortable asking questions. Attendance in these kinds of interactions can be low, despite them being highly beneficial to students, so it’s a smart idea to require that students attend a set number throughout the term.

Some practices that promote instructor presence can include: Sending out welcome letters Posting announcements30 highlighting connections between course content, activities, and assignments Facilitating in-depth thinking through online discussions Providing detailed specific feedback Reaching out to struggling students Making connections to real world applications and providing clarification when needed.

By definition, instructor presence is “the design, facilitation, and direction of cognitive and social process for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.”

Instructors in online classes must take extra measures toestablish a social presence for themselves and for their students.These efforts not only increase student satisfaction with onlinecourses, but result in increased learning outcomes. Picciano (2002)found that students with higher levels of social presence performedbetter on written assignments compared to students with lowersocial presence

Thus, being in the physical presence ofothers might give the illusion of interaction in face-to-face classeswhich presents a challenge for online learning. It is possible thatthe interaction to which students are referring involves mostlythe physical aspect of human interaction. Electronic interaction, nomatter how frequent, may not be filling that aspect of the students’needs for social interaction

Instructors’ Perceptions of Instructor Presence in OnlineLearning Environments

Moving Beyond Problem Solving: A Potential-Based Approach

Presence

Be easily accessible to your students. Provide multiple regular opportunities for connectionand support via email, virtual office hours, prompt feedback, and virtual study sessions orstudent conferences

Perhaps most important, gesture generates the sense that an asyet immaterial enterprise is a palpable reality in the present moment

Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning

Internet LearningVolume 4Issue 1Spring 2015Article 2May 2015Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy

Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy

A grade book to record student progress. Web pages or sites that allow you to present text, videos, or links to other sources.Assessment tools so students can submit their assignments, or take a quiz or an exam.Discussion forums that enable students to engage in conversations about class content with you and with one another.

Si je suis convoquépar la direction ou un professeur, suis-je obligéde me déplacer? Non, les déplacements et réunions non indispensables doivent être évités. Des moyens adaptés d’échanges avec l’équipe pédagogique qui suit votre enfant vous seront proposés.

Ai-je le droit de rencontrer les parents ou les élèves en dehors de mon établissement ?Afin de limiter les risques de propagation du coronavirus, l’accompagnement des familles devra reposer sur des solutions à distance pour permettre le lien continu avec les élèves et les familles (téléphone, courriel, point de dépôt de documents...). Il convient de se référer aux préconisations du ministère des Solidarités et de la Santé, régulièrement actualisées.

Dois-je être physiquement présent dans le collègeou le lycéependant la période de fermeturede l’accès aux élèves?L’accès aux collègesest fermé aux élèves. S’agissant des adultes, ne doivent être présents que les personnels strictement et absolument nécessaires. La continuité pédagogique est assurée uniquement à distance. L’ENT et/ou le site du collège, s’il y en a un, doit être actualisé en fonction de l’évolution de la situation.

eople prefer to know who else is present in a shared space, and they usethis awareness to guide their work

The Presence Process

Leshed and Sengers’s research reminds us that calendars are not just tools for the management of time, but are also sites of identity work where people can project to themselves and others the density of their days and apparent ‘success’ at doing it all[26]. These seemingly innocuous artifacts can thus perpetuate deeper normative logics a

tries (Prado 2013). Here again, instead of looking at the present as a heterogeneous context, the present isconsidered as uniform and following a linear trajectory toward

gs done. Accepting an invitation for reflection inherent in the design means on the other hand that time willappear, i.e. we open up for time presence” (Hallnas & Redstrom 2001). A slow technology would not disappear, but would make its

In Slow Technology, Hallnas & Redstrom (2001) advance the need for a form of design that emphasises reflection, the amplification of environments, and the use of technologies that a) amplify the presence of time; b) stretch time and extend processes; and c) reveal an expression of presenttime as slow-paced. Important here is the concept of “time presence”: “when we use a thing as an efficient tool, time disappears, i.e. we get things done. Accepting an invitation for reflection inherent in the design means on the other hand that time willappear, i.e. we open up for time presence” (Hallnas & Redstrom 2001). A slow technology would not disappear, but would make its

presenceofasituation.

Back to the presence I suppose this is what Maha was talking about as "3rd Discourse"? 

The picnic was clearly not in the Tribble Valley as the cockerels, (roosters  as Terry says) were calling in dawn, Keith was sun-tanned in Florida, Terry was all backlit Dutch painting.

Meanwhile back at the picnic spot, Terry and Keith had turned up. It was six and seven o'clock in the morning for them and they had dropped everything to spend a little time at a picnic to chat with friends.

Marcin and I's relationship has no doubt been enriched by visiting each other's homes and countries this year, a dream for many people who have extended online personal networks and the ties which bind us I feel are profound - perhaps because of the distance.  There is a part of Poland in me now.

but the immediacy of being in a room in Krakow, from a room in Clermont Ferrand was absolute, to the extent that I was able to butt in to respond to questions from the people attending our conference..in Poland.

Then it was Maha's Birthday, why don't we sing 'Happy Birthday' I thought, - well why not?

First day in class, we had students chatting with a friend of mine working on a Ski Resort in Australia,

This effort to reach past language to the reality it names is what Derrida calls "the metaphysics of presence."

A teacher’s presence in learning activities and as part of community in online learn-ing environments is motivational (McIntyre 2011).

Now, you have just had “an interruption” by Chris, but you chose not to interpret it as something at odds with our conversation. You found that you were able to be present for him from your Center with relative ease, and as a result, the “interference” was very brief. If, however, it had been treated as an interference, and if you had chosen to shift your attention from Centered attentiveness to external attentiveness, with a certain degree of botheration associated with it, the event would have been prolonged and Christopher would not have felt you had been present with and for him. To be from your Center inevitably causes experience to be simple and clear and full.

Now, this graduation is constituted of a commitment to Reality and an abandonment of the illusory sense of self; a commitment to Knowing, which it now will be much easier for you to make since I am making it clear to you that you are not listening to something other than your Self, and therefore there is not a listener of dubious integrity. The presence of the experience of Knowing is truly an experience of Self, and not of someone else who is Valuable. Why, indeed, would you continue to make an investment of trust and commitment in something that is Real and thus apparently borrow some value which never truly becomes yours, and therefore leaves you in your illusory sense of incompetence and limitation?

Kabat-Zinn says that meditation is not the goal; the point of cultivating mindfulness is to learn to live our lives like they really matter now, rather than constantly living in regret or anticipation.

It should be becoming clear to you that, since there is no evil power, presence, or force, you do not need to protect yourself from it under any circumstances. Certainly not in order to speak with me.

To be alone with one’s Being is to be totally Present, Universally Present, without one iota projected “out there.” It is to have no other Mind but God. Notice that Its intent is not directed at you. Notice that It does not try to coerce you. Notice that you are not aware of a separate selfhood upon which It can act. Don’t try to reason it out or figure it out. Just notice It. At the present moment, you are not completely free of the inclination to believe that you are what ego says, and that you are in a pickle. On the other hand, you are not buying the story, either. Just notice.

PAUL: Okay, Raj, I’m alone… RAJ: Although you caught it, I want to amplify on it. “Alone” is a three-dimensional concept implying that there’s everyone else, and then there’s “me.” This is ego. You’ve got to be alert. Notice that your body is having physical sensations that you recognize as feeling disheartened, worried, or fearful. Notice that it has an intent; it is not just a feeling. It is there to motivate you to “do” something objective. Notice that in observing it, the I that is You that is observing is clear, unmoved, and at peace. To be alone with one’s Being is to be totally Present, Universally Present, without one iota projected “out there.” It is to have no other Mind but God. Notice that Its intent is not directed at you. Notice that It does not try to coerce you. Notice that you are not aware of a separate selfhood upon which It can act. Don’t try to reason it out or figure it out. Just notice It. At the present moment, you are not completely free of the inclination to believe that you are what ego says, and that you are in a pickle. On the other hand, you are not buying the story, either. Just notice. You have never had to go all the way before, so this is new territory for you. But, as long as you don’t relinquish any of the territory you have gained so far, you will find yourself moving forward. You will not lose any ground. Okay, Let’s get back to your opening statement.

You can see that it truly, completely, means getting yourself out of the way. This is the grand lesson. Do not be afraid of being “out of control.” So many times people feel that if they are out of control, they will be wide open to being controlled by other entities, forces, or powers. But the omnipresent I Am—the infinite, divine Mind that constitutes the Being of every being that be’s—is the only Presence and Power which can exert and manifest Itself, and be the center and circumference—the Alpha and Omega. Therefore, such concepts or beliefs are groundless, and one need never be afraid to let go and say and be the statement, “Thy Will be done.“

RAJ: Paul, do not resist that feeling, but simply do not invest too much attention in it. You can move away from it, where you will not be reached by the apparent dynamics of its meaning. Even if it does not appear to resolve anything from your present point of view, you will, nevertheless, be in the best position possible to have the answer be revealed as your conscious experience. I will ask you to do that this evening before you go to sleep, in preparation for the work we will do while you are sleeping.

RAJ: This Light energy, which is constituted of the Christ-consciousness—God’s view of Himself—is what constitutes your consciousness and your experience, Totally and Completely. you must understand that there is nothing else going on—no other Presence but this Light. It is the Light of Living Love.

This Light energy, which is constituted of the Christ-consciousness—God’s view of Himself—is what constitutes your consciousness and your experience, Totally and Completely. you must understand that there is nothing else going on—no other Presence but this Light. It is the Light of Living Love.

You are also correct that the reappearance of the Christ, even to those who have longed for His reappearance and who would give their right arm to be in His Presence, will not necessarily find themselves able to let go and acknowledge that it is truly Him.

Yes, Paul, Maitreya is on this planet, and He will be making Himself known. But the making of Himself known is not that the Person, Maitreya, is here—but the Christ Light, the Christ Energy, the Christ Love is here. It is an active, living Presence. It is here to bathe, wash, and heal the spirit of all mankind on earth.

Paul, I mean it both ways. All of you is always present. Yet, in that omnipresent Action of your Being, there are cycles—cycles of time and cycles of growth. This is why I referred to the “fitness of time” the other day. I indicated that you must wait until the fitness of time in order to discern and understand what is happening here.

Again, all of you is always present, no matter what level of consciousness you are apparently operating from at any given moment. And you are learning this.

Rabinow links the growth of modem forms of political power with the evolution of aesthetic theories and shows how the

Github As The Central Presence, Definition, Configuration, And Source Code For Your API Posted on 02-05-2014 It is easy to think of Github as a central repository for your open source code—most developers understand that. I have written before about the many ways to use Github as part of your API management strategy, but in the last few months I'm really seeing Github playing more of a central role in the overall lifecycle of an API.