Task+1



The literature suggests that moving learners from low level participation in online discussions to interactive critical discussions in which students challenge and question each other's understanding is not an easy task.

//"Neither social presence alone nor the surface exchange of information can create the environment and climate for deep approaches to learning and meaningful educational exchanges. Quality interaction and discourse for deep and meaningful learning must consider the confluence of social, cognitive, and teaching presence - that is, interaction among ideas, students, and the teacher"// (Garrison & Cleveland-Innes, 2005, p.144). The purpose of this task is to develop your understanding of the problem of facilitating higher order thinking in online discussion and potential solutions. As an addtional challenge, feel free to use the thinking frameworks in Readings & Resources to record your notes. This will help you connect ideas in the readings to your own practice.


 * Learning Outcomes**
 * identify some of the problems associated with facilitating higher order thinking in online discussion
 * advance your understanding of how to facilitate cognitive presence in an online environment


 * Step 1**
 * Share your experience in facilitating learning discussions online or face-to-face. Enter your reponse in the [|The stream].


 * Step 2**
 * Read [[file:Kanuka Garrison 2004.pdf]]
 * Step 3**
 * After reading Kanuka and Garrison (2004), write a response to the following questions.
 * **What are the implications of Kanuka and Garrison's (2004)** **reading for teachers in an online learning environment?**
 * **What does a teacher need to be aware of in order to create a learning discussion that actively promotes higher order thinking?**


 * Post your response in [|The stream]