The Community of Inquiry (COI) model was developed by Garrison, Anderson and Archer (2000) and guides the design of an engaging online environment through three interdependent elements namely, social presence, cognitive presence and teaching presence. In this 2-hour fully self-paced online course, participants are introduced to an eLearning model and will learn various strategies to create online presence to produce deep and meaningful learning experiences for their online learners.

Synchronous online learning occurs when learners “meet” all at the same time over using web based technology. Synchronous online learning can be used to reduce the feelings of lack of community and “distance” that students may experience in online courses

In this two hour self-paced module, you will explore the challenges and opportunities that Generative AI platforms present to educators. We will also discuss how educators are using such tools with their learners.

Graphics can help enhance your content. Learn how to create graphics for learning using simple apps and techniques.

This module will provide you opportunities to find out how early adopters across the five polytechnics and ITE harness the potential of immersive technologies for learning to engage learners and achieve learning outcomes.

This Info-Guide aims to share strategies to engage polytechnic students online based on the joint polytechnic (NYP & NP) research findings on our students said worked for them.

The Joint Polytechnic Educational Research Repository aims to serve as a comprehensive archive of scholarly polytechnic educational research. In this repository you can find published research papers, poster presentations or research presentations that adhere to quality research principles to contribute to the advancement of polytechnic education.

The JP-CETL undertakes strategic projects which results in recommendations and frameworks that serve as a sector-wide reference for the five polytechnics to adapt within their own contexts as each seeks to provide clarity on the breadth, depth, and importance of the work of teaching and learning in offering high quality learning experiences and outcomes for students.