Humanizing Online Learning
with emerging technologies

Michelle Pacansky-Brock

@brocansky

TeachingWithoutWalls.com

CC-B...
http://tiny.cc/fresno
ALIENATION

	


contributes to lower online retention & persistence
(Rovai & Wighting, 2005)

CC-BY-ND B Rosen
2

flavors

of online learning
CC-BY-NC-ND Selbe B
CC-BY-NC-ND Mark DeSouza
what will you make?
CC-BY-SA Quinn Dumbrowski
The social aspects of
learning must be addressed
before engaging directly
with content.

Wenger, E. (1999). Communities of...
2

ingredients

of socializing online learning
1
instructor

presence

Savery, (2005).

visible
actively engaged
aware of and sensitive to
student needs
2

social
presence
2

social
presence

student satisfaction
(Gunawardena & Zittle, 1997;
Rovai & Barnum, 2003)

interaction!
(Tu, 2000; Stein...
2
social

presence

"the degree to which participants are able to
project themselves affectively within the medium"
(Garri...
CC-BY-NC-SA Zanthia
what will you make?
CC-BY-SA Quinn Dumbrowski
CC-BY Carlos Maya
CC-BY-NC Pulpolux !!
How  can  you  use  technolog0

TO BE MORE REAL?

CC-BY-NC Thomas Hawk
CC-BY-NC-SA Daniel Honan
greet them with
a welcome video
a humanized syllabus
Open the Class with a Personal Story
make relevant ties between content & real life
Units with Brief Video Introductions
and Text Alternatives

Click here for
transcript.

(UDL, 508)
Recorded w
webcam into
...
What  happens  when  online  st4dents

LEARN OUT LOUD?

CC-BY Gustavo Devito
Asynchronous
Voice & Video Feedback

improves social
presence

Borup, J., West, R. E., & Graham, C. R. (2012); Ice, P., Cu...
"[Lear:ing  out  loud]  helps  us  get  to  know  each  other...it  makes  us  
more  sensitive  to  one  another's  opini...
"What  value  is  there  in  being

VULNERABLE?"

CC-BY kodomut.com
Asynchronous Voice/Video Interactions
Optional Check-In Slides
Optional Check-In Slides
Student Survey Results!
(22 students surveyed; 77% response rate)

94%
strongly agreed!
or !
agreed
Pacansky-Brock, (2012)...
Student Survey Results!
(22 students surveyed; 77% response rate)

94%
strongly agreed!
or !
agreed
Pacansky-Brock, (2012)...
Student Survey Results!
(22 students surveyed; 77% response rate)

89%
strongly agreed!
or !
agreed
Pacansky-Brock, (2012)...
Student Survey Results!
(22 students surveyed; 77% response rate)

88%
strongly agreed!
or !
agreed
Pacansky-Brock, (2012)...
Student Survey Results!
(22 students surveyed; 77% response rate)

78%
strongly agreed!
or !
agreed
Pacansky-Brock, (2012)...
"Most...faculty have been well prepared in
the disciplines they teach, but too few have
been prepared for the reality of t...
learning

differences

CC-BY JD Hancock
How to Humanize Your
Online Class with
VoiceThread

Best Practices for
Teaching with Emerging
Technologies

(eBook)

More ...
Michelle Pacansky-Brock!
@brocansky
www.TeachingWithoutWalls.com
References
Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous
video. Th...
!
!

References (cont'd)

Richardson, J., & Swan, K., (2003). Examining social presence in online courses in relation to s...
Humanizing Online Learning with Emerging Technologies
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Humanizing Online Learning with Emerging Technologies

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A keynote presentation shared a CSU Fresno on Monday, January 13, 2014 by Michelle Pacansky-Brock.

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Humanizing Online Learning with Emerging Technologies

  1. 1. Humanizing Online Learning with emerging technologies Michelle Pacansky-Brock @brocansky TeachingWithoutWalls.com CC-BY-NC Anna Yanev
  2. 2. http://tiny.cc/fresno
  3. 3. ALIENATION contributes to lower online retention & persistence (Rovai & Wighting, 2005) CC-BY-ND B Rosen
  4. 4. 2 flavors of online learning
  5. 5. CC-BY-NC-ND Selbe B
  6. 6. CC-BY-NC-ND Mark DeSouza
  7. 7. what will you make? CC-BY-SA Quinn Dumbrowski
  8. 8. The social aspects of learning must be addressed before engaging directly with content. Wenger, E. (1999). Communities of Practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
  9. 9. 2 ingredients of socializing online learning
  10. 10. 1 instructor presence Savery, (2005). visible actively engaged aware of and sensitive to student needs
  11. 11. 2 social presence
  12. 12. 2 social presence student satisfaction (Gunawardena & Zittle, 1997; Rovai & Barnum, 2003) interaction! (Tu, 2000; Stein & Wanstreet, 2003) depth of learning! (Picciano, 2002; Richardson & Swan, 2003; Rovai & Barnum, 2003)
  13. 13. 2 social presence "the degree to which participants are able to project themselves affectively within the medium" (Garrison, 1997, p. 6) "degree to which a person is perceived as a 'real' person in mediated communication" "the degree of person to person awareness" (Tu, 2000, p. 1662) sense of belonging to a community (Picciano, 2002) "feeling that others are involved in the communication process" (Whiteman, 2002, p. 6)
  14. 14. CC-BY-NC-SA Zanthia
  15. 15. what will you make? CC-BY-SA Quinn Dumbrowski
  16. 16. CC-BY Carlos Maya
  17. 17. CC-BY-NC Pulpolux !!
  18. 18. How  can  you  use  technolog0 TO BE MORE REAL? CC-BY-NC Thomas Hawk
  19. 19. CC-BY-NC-SA Daniel Honan
  20. 20. greet them with a welcome video
  21. 21. a humanized syllabus
  22. 22. Open the Class with a Personal Story make relevant ties between content & real life
  23. 23. Units with Brief Video Introductions and Text Alternatives Click here for transcript. (UDL, 508) Recorded w webcam into free YouTube account & embedded into LMS.
  24. 24. What  happens  when  online  st4dents LEARN OUT LOUD? CC-BY Gustavo Devito
  25. 25. Asynchronous Voice & Video Feedback improves social presence Borup, J., West, R. E., & Graham, C. R. (2012); Ice, P., Curtis, R., Phillips, P., Wells, J. (2007).
  26. 26. "[Lear:ing  out  loud]  helps  us  get  to  know  each  other...it  makes  us   more  sensitive  to  one  another's  opinions  and  thoughts.  ...We  are   more  likely  to  be  respectf4l  to  one  another." CC-BY-SA Kristina Alexanderson
  27. 27. "What  value  is  there  in  being VULNERABLE?" CC-BY kodomut.com
  28. 28. Asynchronous Voice/Video Interactions
  29. 29. Optional Check-In Slides
  30. 30. Optional Check-In Slides
  31. 31. Student Survey Results! (22 students surveyed; 77% response rate) 94% strongly agreed! or ! agreed Pacansky-Brock, (2012). The VoiceThread activities helped me feel like I was part of a group.
  32. 32. Student Survey Results! (22 students surveyed; 77% response rate) 94% strongly agreed! or ! agreed Pacansky-Brock, (2012). The VoiceThread activities helped me feel more connected to my instructor.
  33. 33. Student Survey Results! (22 students surveyed; 77% response rate) 89% strongly agreed! or ! agreed Pacansky-Brock, (2012). The VoiceThread activities helped me feel more connected to my peers.
  34. 34. Student Survey Results! (22 students surveyed; 77% response rate) 88% strongly agreed! or ! agreed Pacansky-Brock, (2012). “Being required to The VoiceThread present my ideas verbally helped me understand the activities helped me information I was learning feel more connected more effectively through writing alone.” to my peers.
  35. 35. Student Survey Results! (22 students surveyed; 77% response rate) 78% strongly agreed! or ! agreed Pacansky-Brock, (2012). “Throughout the course The VoiceThread of the semester, I noticed an improvement in me activities helpedmy ability to speak more feel more connected clearly in the voice/video comments.” to my peers.
  36. 36. "Most...faculty have been well prepared in the disciplines they teach, but too few have been prepared for the reality of today’s students — the ways they learn, and the cognitive and affective challenges they bring with them through the open door." ! ! John E. Roueche Director, Community College Leadership Program The University of Texas at Austin
  37. 37. learning differences CC-BY JD Hancock
  38. 38. How to Humanize Your Online Class with VoiceThread Best Practices for Teaching with Emerging Technologies (eBook) More info at:! TeachingWithoutWalls.com
  39. 39. Michelle Pacansky-Brock! @brocansky www.TeachingWithoutWalls.com
  40. 40. References Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education. 15(3), 195-203! ! Ice, P., Curtis, R., Phillips, P. Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students' sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25.! ! Garrison, D. R. (1997). Computer Conferencing and distance education: Cognitive and social presence issues. In The New Learning Environment: A Global Perspective. Proceedings of the International Conference on Data Engineering World Conference, Pennsylvania State University, University Park, 1997.! ! Gunawardena, C. N., & Zittle, F., (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(3), 8-25.! ! Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks. 6(1), July 2002, 21-40.! ! Pacansky-Brock, M. (in-press). Learning out loud: Increasing voluntary voice comments in online classes. In Lowenthal, P., York, C., & Richardson, J. (Eds.). Online learning: Common misconceptions, benefits, and challenges. Nova Science Publishers.!
  41. 41. ! ! References (cont'd) Richardson, J., & Swan, K., (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Juornal of Asynchronous Learning Networks, 7(1), February 2003, 68-88.! ! Rovai, A. P., & Barnum, K.T. (2003).On-Line course effectivenss: An analysis of student interaction and perceptions of learning. Journal of Distance Learning, 18(1), 57-73.! ! Rovai, A. P., & Wighting, M. J. (2005). Feelings of alienation and community among higher education students in a virtual classroom. The Internet and Higher Education, 8, 97-110.! Savery, J. (2005). Be vocal: Characteristics of successful online instructors. Journal of Interactive Online Learning, 4(2), 141-152.! ! Stein, D., & Wanstreet, C. E. (2003). Role of social presence, choice of online or face-to-face group format, and satisfaction with perceived knowledge gained in a distancelearning environment. Midwest Research to Practice Conference in Adult, Continuuing, and Community Education. ! ! Tu, C. H. (2000). On-line learning migration: From social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 2, 27-37! ! Wenger, E. (1999). Communities of Practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.! ! Whiteman, J.A.M. (2002). Interpersonal Communication in Computer Mediated Learning. White paper.

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