## Chapter 2

[archives]

This is the last post of this course and I am going to summarize the important lessons I learned from this course. The characteristics of teaching presence give clear distinction between the design of the educational experience and facilitation in an effective distance learning environment which can be quite helpful in designing and delivering a … Continue reading Post 6 – Summarizing my Learning

In what follows, I report an interview with Marie Low, an Open Learning faculty member (Journalism, Communication, and New Media) at Thompson Rivers University: How do you promote community and connection in a continuous entry course? Our success with this as OLFM`s is impacted by two dynamics, I believe: the number of students we are working … Continue reading Post 4 – Interview

The way I organize my courses normally starts with some activities that engage the students and show them the intended outcomes of the activities and points out the way they need to approach the topics in the course. This looks like the Triggering Event phase. I have noticed that Exploration phase is hidden inside … Continue reading Post 5 – Self-Coding

In this post I design two learning outcomes for a course in Linear Algebra. Course Outcomes: Students are expected to be able to do the following: Evaluate the determinant of a matrix. Determine if a matrix is invertible using its determinant and find its inverse if it is invertible. Learning Activities: Consider the following matrix: … Continue reading Post 3 – Designing Aligned Learning Experiences

After reviewing my first post in this course I realize that the practice I had reflects the following three items from the seven principles to guide the processes of creating and sustaining communities of inquiry, by Vaughan, Cleveland-Innes, and Garrison: Establish inquiry dynamics (purposeful inquiry). Sustain respect and responsibility. Sustain inquiry that moves to resolution. The … Continue reading Post 2 – Current Practice

In my office hours in a face-to-face course, when students ask some questions I normally lead them towards the answer by breaking the question into smaller pieces and ask them to solve the smaller questions one after another. For online courses, I have also adapted the same technique and this is done via emails. At … Continue reading Post 1 – Getting Started

Here is the link to the updated Learning Activities Portfolio:

http://srahmati.trubox.ca/category/learning-activities-portfolio/

Link to the source of the activity: This is a topic in Discrete Mathematics that I taught at TRU. Brief description of the activity: We use 10 as a base for our usual number system because we happen to have ten fingers. In fact, any integer greater than 1 can serve as a base for … Continue reading Post 5 – Binary and Hexadecimal Numbers

Link to the source of the activity: This activity is part of the Discrete Mathematics course I have taught at TRU. Brief description of the activity: Students are introduced to Venn diagrams, a very powerful pictorial method to learn set theoretic operations, such as intersection, union, complement, symmetric difference, etc. How this Activity Fits with … Continue reading Post 4 – Venn Diagram

The source of the activity: This activity is part of finding the optimal solution of a linear programming problem. Brief description of the activity: In this activity, students are given a few linear inequalities and a function, called the objective function, that needs to be optimized (maximized or minimized) in the area that all the inequalities … Continue reading Post 3 – Linear Programming Problem

During this course, I was encountered with some aspects of keeping students engaged with the course content. What I liked the most was the different categories of social presence and the classification of activities that are presented, in particular, the following classification of interactions stated by Garrison: Interpersonal Communication Open Communication Cohesive Responses The table … Continue reading Post 5 – Integration

This is the third post in Learning Activities Portfolio and the portfolio can be found in the following link:

http://srahmati.trubox.ca/category/learning-activities-portfolio/

Link to the source of the activity: This activity is designed for a course in Linear Algebra that I taught at TRU. Brief description of the activity: The determinant of a matrix is a number that can capture some information about the matrix itself. For example, if it is nonzero, then the matrix is invertible, … Continue reading Post 2 – Determinant

Source of the activity: This activity is part of the course in Discrete Mathematics I taught at TRU. Brief description of the activity: Students are introduced to the basics of logical statements and are supposed to decide whether an argument is valid or not. How this Activity Fits with this course: This course is an … Continue reading Post 1 – Logical Statements

I completed my PhD in the field of Algebraic Topology, in Fall 2013 at the University of Alberta in Edmonton, Canada. After graduation, I joined Thompson Rivers University in Kamloops, BC. I have also been a continuous faculty member at the Open Learning division of Thompson Rivers University since Fall 2015. During my PhD program … Continue reading Post 1 – A Short Bio

Here is an example of a course outcome from one of the courses I have taught before.

This post is about cognitive presence.