Conference presentation
Developing a Teaching Presence rubric [Keynote]
SCU Scholarship of Learning and Teaching Symposium (Online, 08/11/2022 - 10/11/2022)
10/11/2022
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Abstract
As one of six core tenets central to the Southern Cross Model (SCM), establishing a Community of Inquiry (COI) is a key objective of all SCU educators. Presented as a collaborative constructivist theory of online learning (see Garrison et al., 2000), COI targets the high level of student disconnectedness often associated with online learning (Garrison, 2007).
While the body of published work involving the COI framework is extensive, few resources are available to help guide educators as they work toward this objective. A cross-faculty research project was therefore undertaken to examine one particular component of the COI framework Teaching Presence. The research outcome, a Teaching Presence rubric for asynchronous instructional methods, offers explicit guidance for colleagues who seek to develop this particular presence as part of their teaching and learning activities.
The presentation and associated discussions will probe the concept of Teaching Presence and its relevance to the SC Model. Alignment with the Symposium theme is achieved by demonstrating how an immersive and engaging learning theory, like COI, can be effectively explored, developed, and applied by a team of colleagues acting as a type of teaching innovation group (Gregori-Giralt & Menendez-Varela, 2021). In terms of its practical application, the Teaching Presence rubric offers widespread value for SCU and higher education more broadly. For example, the rubric provides explicit directions for educators wanting to develop effective levels of Teaching Presence in their units and can highlight key areas to focus their efforts. Additionally, the rubric can be used by Course Managers (e.g. Associate Deans of Education and Course Coordinators) who are charged with the difficult task of assessing underperforming units. In this way, the rubric provides a PEER evaluation method to complement Student Evaluation of Teaching (SET) data. Lastly, the focus on developing a rubric for professional development purposes will be of considerable interest to teaching scholars. Despite its inherent value, the use of rubrics to inform and guide instructional activities has received limited attention in the higher education literature. Publication of the Teaching Presence rubric development project is aimed for early 2023 and will make a substantial contribution to SCU s growing international reputation as a leader of innovative approaches to higher education.
Garrison, D. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues, Journal of Asynchronous Learning Networks, 11(1), 61-72.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education, The Internet and Higher Education, 2(2), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Gregori-Giralt, E., & Menendez-Varela, J.-L. (2021). The content aspect of validity in a rubric-based assessment system for course syllabuses. Studies in Educational Evaluation, 68, 100971 . https://doi.org/10.1016/j.stueduc.2020.100971
Southern Cross University. (2021, January 19). Introducing the Southern Cross Model [Online Module]. MySCU Blackboard learning site. Retrieved 10 September, 2022.
Details
- Title
- Developing a Teaching Presence rubric [Keynote]
- Creators
- Patrick Gillett - Southern Cross University, Faculty of Business, Law and ArtsTina van Eyk - Southern Cross University, Centre for Teaching and LearningKylie Day - Southern Cross University, Gnibi College of Indigenous Australian PeoplesCarolyn Seton - Southern Cross University, Faculty of Science and EngineeringPatrick Bruck - Southern Cross University, Faculty of Education
- Contributors
- Southern Cross University (Institution)
- Conference
- SCU Scholarship of Learning and Teaching Symposium (Online, 08/11/2022 - 10/11/2022)
- Identifiers
- 991013074713502368
- Academic Unit
- Management; Centre for Teaching and Learning; Faculty of Business, Law and Arts; Gnibi College of Indigenous Australian Peoples; Information Technology; Faculty of Education; Faculty of Science and Engineering
- Language
- English
- Resource Type
- Conference presentation
- Local Fields
- Evidence Based Practice - SoLT