UNIT DESIGN AND ORGANISATION
Indicators
Tools
Setting curriculum
(selecting and sequencing
content)
Dimensions
Clear unit rationale and outcomes
Logical sequencing of topics
Communicating assessment methods/and rationale
Clear expectations from instructor
Unit tools/ announcements
Designing methods
(teaching strategies and
techniques)
Clear instructions about participation in the unit activities
Clear instructions of how to complete assessment
Setting up and communicating feedback mechanisms
Unit tools/announcements
Time parameters
(scheduling and timelines
for activities/tasks)
Utilising medium
effectively
(instructions and
expectations)
Setting time frames for unit activities
Communication of due dates for assessment tasks
Accurate unit schedules/timetables for interactions
Setting up tools to allow for engagement
Communicating support information
Communicating how the medium is used
Setting up different communication options
Using medium to introduce self adequately and welcome students
Communicating acceptable behaviour and expectations, including
academic integrity
Unit tools
Establishing netiquette
(Guidelines and tips and
rules)
Unit tools/Announcements
Unit tools/Announcements/Discussion
board
Unit design and organisation: this component deals mostly with providing a STRUCTURE for
teacher and learner engagement (presence) and usually happens before the unit begins. It
involves all the design and planning work for the unit.
Components of Teacher Presence
p.1
FACILITATION AND DIRECT INSTRUCTION
Dimensions
Setting the climate for
learning
Facilitating
engagement
Assessment and
feedback
Assessing the efficacy
Indicators
Tools
Clear instructions and explicit guidance
Articulating purpose and relevance
Focusing the discourse and prompting dialogue
Encouraging, acknowledging, or reinforcing student contributions
Identifying areas of convergence and divergence
Diagnosing misconceptions
Injecting expertise(analogies, illustrations, clarifying information,
reference to other sources)
Managing and monitoring the medium/technology and responding to
queries
Diagnosing misconceptions
Providing relevant and supportive feedback
Providing timely feedback
Providing opportunities for feedback from students
Announcements/Discussion board
Discussion board/
Announcements/wikis
Discussion board/e-mail/grade
centre/announcements/journals/wikis
Discussion board(including
anonymous)
Facilitation and direct instruction provides leadership and direction as student engage
with the content and each other. It is about providing DIRECTION and LEADERSHIP
Adapted from: Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teacher presence in a computer conferencing context. JALN, 5(2), 1- 17
Shea, P., Hayes, S., & Vickers, J. (2010). Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A reexamination of measures and approach. The International Review of Research in Open and Distributed Learning, 11(3), 127-154.
Components of Teacher Presence
p.2