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Helen J. DeWaard
The application and integration of video into the community of inquiry (CoI) framework can humanize instructor, social and cognitive presence for effective online learning. The concept of affordances and universal design for learning principles can be applied to design decisions when video is applied to support the CoI model. Knowing that video includes a variety of formats and options beyond the lecture-capture model is essential. Understanding a pedagogy of video – code breaking, meaning making, using, applying, and identifying persona – will ensure that video assets support critical and digital learning outcomes. Design with video can activate deeper reflective practice when applying location, integration, creation, annotation, collaboration, and curation of video assets. Issues when considering video integration into online learning spaces include quality/quantity, open/closed, actor/teacher, asynchronous/synchronous, or live/recorded video. Awareness of universal design for learning principles and ensuring that video is accessible to all students is an additional issue. Research into the efficacy and constraints of video to humanize online presence is critical to enhance learning outcomes in online spaces.
Introduction
“Knowledge comes by taking things apart: analysis.
But wisdom comes by putting things together.”
John A Morrison
Video technologies provide affordances to humanize instruction within online learning spaces. With the proliferation and ubiquity of developed and emerging video tools, instructors can humanize voice and choice within a learning community of inquiry (Fulwiler & Middleton, 2012). Social presence, teaching presence, and cognitive presence is impacted by the strategic use of video. Presence is enhanced when integrating the creation, curation, and annotation of video into the discourse, climate and content of online learning spaces. Design considerations include the affordances of video tools and techniques, the application of universal design guidelines, and the definition of video parameters. While text is a dominant mode of engagement in online courses, video is becoming more prevalent as emerging technologies are adapted to online learning spaces. Applying best practice, expertise, affordances, effective design principles, and individual experience to video integration will humanize online learning for students and teachers. Humanizing teaching and learning experiences is the ultimate goal when putting video together with online learning.
Background
Community of Inquiry
The conceptual framework for a community of inquiry, as developed by Garrison, Anderson & Archer (2000), outlines elements and interrelationships that occur in online learning spaces. The key participants, teachers and students, interact within social, cognitive, and instructor presences that determine the value and depth of the educational experiences. The design and selection of learning objects and actions determine the effectiv