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Except where otherwise noted, content in this presentation is licensed by Michelle Pacansky-Brock under a Creative Commons-Attribution-Non Commercial 4.0 License.
—> tiny.cc/humanize-moorpark <—
Slides by Michelle Pacansky-Brock CC-BY-NC
CALIFORNIA’S FUTURE
-1 MILLIONEDUCATED WORKERS
BY 2025
Johnson, H; Sengupta, R, (2009). Closing the Gap: Meeting California’s Need for College Graduates, Public Policy Institute of California, retrieved from http://www.ppic.org/main/
publication.asp?i=835
CALIFORNIA’S FUTURE
TRANSFER
LATINO(A)
transfers to a
4-year college
1
attend
community college
19
attend
4-yr college
10
earn doctoral
degree
.4
earn graduate
degree
4
graduate with a
4-year degree
10
enroll
in college
29
graduate high
school
52
100
elementary school
students
Latina/o National Educational Pipeline
U.S. Census Bureau, 2000.
White
Hispanic
Unknown/Declined to State
2+ Races
Native American
Filipino
Black
Asian/Pacific Islander
California Community College Chancellor’s Office, (2013). Distance Education Report.
Distance Education Students
California Community Colleges by Race/Ethnicity
AVERAGE GRADES
California Community Colleges
Kaupp, R. (2012) Online penalty: The White-Latino achievement gap, Journal of Applied Research in the Community College, 19(2), 8-16.
0
0.55
1.1
1.65
2.2
Latino White Latino-White Gap
F2F Online
n= 4,472,736
+44%
increase
online
n=10
Describe “good” and “bad” past
experiences and experiences in
current online class.
Latino Online Students
Why do online classes
exacerbate the White-Latino
achievement gap?
n=12
Online Instructors & Administrators
responsible for administering online instruction
Kaupp, R. (2012) Online penalty: The White-Latino achievement gap, Journal of Applied Research in the Community College, 19(2), 8-16.
• motivation/self-directedness
• lack of technology skills
•literacy
• good learning experiences
characterized by strong, respectful
instructor relationships
• lack of a relationship with online instructors
The lens we use
informs our
understanding.
Photo by Jeremy Noble CC-BY
ALAS
• CI grant-based program with regional and local
(CI) components
• Focus:
• Strengthen 2-year to 4-year curricular
pathways
• Promote transfer student success by
aligning high-impact curricular practices,
systems, and policies across institutions
• Objective:
• To increase transfer rates, transfer
readiness, and completion of a 4-year
degree for all transfer students, particilarly
historically underserved students (i.e., low-
income, first-generation, and Latinas/os).
2-year
4-year
• Improve regional transfer success
• Institutional collaboration between CSU Channel
Islands and Santa Barbara City College
• For full-time, 2-year students with goal of
transferring
• Embedded in GE courses: SBCC students
receive online support and community from peer
mentors who have transferred to CI from a CC
• Additional program benefits
• small classes active learning
• priority registration
• dedicated academic counselor
2-year
4-year
ALAS
iPath Program
Supporting Faculty
Slides by Michelle Pacansky-Brock CC-BY-NC
Slides by Michelle Pacansky-Brock CC-BY-NC
Slides by Michelle Pacansky-Brock CC-BY-NC
Slides by Michelle Pacansky-Brock CC-BY-NC
Online Teaching Preparation Program (OTPP)
2ingredientsof socializing online learning
presence
instructor
1 visible
Savery, (2005).
actively engaged
aware of and sensitive to student
needs
#tilttip14
#tilttip14
social
presence
2
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)
social
presence
2
2
"the degree to which participants are able to project
themselves affectively within the medium"
(Garrison, 1997, p. 6)
presence issocial
"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)
http://tiny.cc/howtohumanizeSlides by Michelle Pacansky-Brock CC-BY-NC
AFFECTIVECOGNITIVE
LEARNING DOMAINS
(Anderson & Krathwohl, 2001; Krathwohl, Bloom, & Masia, 1964).
Course
Design
Facilitation
● presence
● empathy
● awareness
● choice
● challenge
● control
● collaboration
● constructing meaning
● consequences
(Wang & Han, 2001)
Slides by Michelle Pacansky-Brock CC-BY-NC
Don’t be a robot.
PRESENCE
Photo by Thomas Hawk CC-BY-NC Slides by Michelle Pacansky-Brock CC-BY-NC
How does it feel to be a student
in this type of learning environment?
Slides by Michelle Pacansky-Brock CC-BY-NC
Slides by Michelle Pacansky-Brock CC-BY-NC
Don’t be a robot.
PRESENCE
EMPATHY
Photo by Christian Bernal CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC
AWARENESS
Know your students’ needs.
Photo by Christian Bernal CC-BY-NC-ND
Photo by Sergiu Bocioiu CC-BY-NC Slides by Michelle Pacansky-Brock CC-BY-NC
Tell stories.
Photo by neliO. CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC
Slides by Michelle Pacansky-Brock CC-BY-NC
Stephens, G. J., Silbert, L. J., & Hasson, U. (2010). Speaker-listener neural coupling underlies successful communication. Proceedings of the
National Academy of Sciences in the United States of America, 107(32), 14425-14430. doi: 10.1073/pnas.1008662107
Slides by Michelle Pacansky-Brock CC-BY-NC
Stephens, G. J., Silbert, L. J., & Hasson, U. (2010). Speaker-listener neural coupling underlies successful communication. Proceedings of the
National Academy of Sciences in the United States of America, 107(32), 14425-14430. doi: 10.1073/pnas.1008662107
Stephens, G. J., Silbert, L. J., & Hasson, U. (2010). Speaker-listener neural coupling underlies successful communication. Proceedings of the
National Academy of Sciences in the United States of America, 107(32), 14425-14430. doi: 10.1073/pnas.1008662107
neural
coupling
Slides by Michelle Pacansky-Brock CC-BY-NC
CC-BY Gustavo Devito
Embrace the
power of the
human voice.
Make it visual.
Photo by David Martin. CC-BY-NC-SA Slides by Michelle Pacansky-Brock CC-BY-NC
A humanized
syllabus!
tiny.cc/humanized-syllabus
Populr.me
(upgrade to educator account)
A humanized syllabus!
http://jaimehannans.populr.me/nurse222
by Dr. Jaime Hannans
http://tiny.cc/syllabus-gallery
comment in voice, video, or text
conversations around media (images, presentation slides, videos, and more)
asynchronous
central
media
comments
navigation
controls
Slides by Michelle Pacansky-Brock CC-BY
ENGLISH
StaceyAnderson,CSUChannelIslands
(sharedwithpermission)
Slides by Michelle Pacansky-Brock CC-BY
StaceyAnderson,CSUChannelIslands
(sharedwithpermission)
SPANISH
AraceliTrujillo,CSUChannelIslands
(sharedwithpermission)
https://youtu.be/zp_oTrotgX8
- online student
(Pacansky-Brock, 2014.)
Slides by Michelle Pacansky-Brock CC-BY-NC
Makes me
feel connected
to my peers.
86%
n=109
“I feel like we got to know each other
better. I actually recognized a
classmate at my children's
Taekwondo class because of the
sound of her voice!”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud
Listening to peers
increases my ability to
reach the learning
objectives.
95%
n=82
“Listening gave me a better
understanding of the material. …
you could actually hear the passion
in the speakers’ voices.…”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud
When I spoke, I
remembered the
information better.
83%
n=82
“…it made me re-evaluate my answers.
Mostly because I didn't want to sound like I
had no idea what I was talking about. …being
able to speak … my ideas made me feel like I
could … explain the material better.”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud
When I spoke, I
remembered the
information better.
83%
n=82
“I found ... that I would ... unearth more
thoughts … as I spoke them out loud
while looking at the content, as
opposed to looking at the content,
forming an opinion, then looking at my
text as I wrote it.”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud
Photo by Michael W. May CC-BY-NC-ND. Slides by Michelle Pacansky-Brock CC-BY
“None really, other than me
tripping over my tongue and
having to re-record a lot. But
that gets better as you get
more comfortable with it.”
DRAWBACKS?
“For me, working them around my noisy
(and consistently busy) family and
house. I also had to buy a microphone
for my comments, but acquiring materials
is just a part of school.”.”
DRAWBACKS?
Photo by Michael W. May CC-BY-NC-ND. Slides by Michelle Pacansky-Brock CC-BY
Slides by Michelle Pacansky-Brock CC-BY-NC
Photo by Leo Reynolds. CC-BY-NC-SA
michelle.pacansky-brock@csuci.edu
Credits
Special thanks to all the people who
made and released these awesome
resources for free:
Minicons by Webalys
Presentation template by
SlidesCarnival
Photographs by Unsplash
Presentation design
This presentation uses the following typographies and colors:
Titles: Nixie One
Body copy: Varela Round
You can download the fonts on this page:
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Click on the “arrow button” that appears on the top right
Yellow #f8bb00 Orange #ed4a00 Fucsia #e8004c
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Humanizing Online Learning: the Secret Sauce for Student Success

  • 1. Except where otherwise noted, content in this presentation is licensed by Michelle Pacansky-Brock under a Creative Commons-Attribution-Non Commercial 4.0 License. —> tiny.cc/humanize-moorpark <—
  • 2. Slides by Michelle Pacansky-Brock CC-BY-NC
  • 3. CALIFORNIA’S FUTURE -1 MILLIONEDUCATED WORKERS BY 2025 Johnson, H; Sengupta, R, (2009). Closing the Gap: Meeting California’s Need for College Graduates, Public Policy Institute of California, retrieved from http://www.ppic.org/main/ publication.asp?i=835
  • 5. transfers to a 4-year college 1 attend community college 19 attend 4-yr college 10 earn doctoral degree .4 earn graduate degree 4 graduate with a 4-year degree 10 enroll in college 29 graduate high school 52 100 elementary school students Latina/o National Educational Pipeline U.S. Census Bureau, 2000.
  • 6. White Hispanic Unknown/Declined to State 2+ Races Native American Filipino Black Asian/Pacific Islander California Community College Chancellor’s Office, (2013). Distance Education Report. Distance Education Students California Community Colleges by Race/Ethnicity
  • 7. AVERAGE GRADES California Community Colleges Kaupp, R. (2012) Online penalty: The White-Latino achievement gap, Journal of Applied Research in the Community College, 19(2), 8-16. 0 0.55 1.1 1.65 2.2 Latino White Latino-White Gap F2F Online n= 4,472,736 +44% increase online
  • 8. n=10 Describe “good” and “bad” past experiences and experiences in current online class. Latino Online Students Why do online classes exacerbate the White-Latino achievement gap? n=12 Online Instructors & Administrators responsible for administering online instruction Kaupp, R. (2012) Online penalty: The White-Latino achievement gap, Journal of Applied Research in the Community College, 19(2), 8-16. • motivation/self-directedness • lack of technology skills •literacy • good learning experiences characterized by strong, respectful instructor relationships • lack of a relationship with online instructors
  • 9. The lens we use informs our understanding. Photo by Jeremy Noble CC-BY
  • 10. ALAS • CI grant-based program with regional and local (CI) components • Focus: • Strengthen 2-year to 4-year curricular pathways • Promote transfer student success by aligning high-impact curricular practices, systems, and policies across institutions • Objective: • To increase transfer rates, transfer readiness, and completion of a 4-year degree for all transfer students, particilarly historically underserved students (i.e., low- income, first-generation, and Latinas/os). 2-year 4-year
  • 11. • Improve regional transfer success • Institutional collaboration between CSU Channel Islands and Santa Barbara City College • For full-time, 2-year students with goal of transferring • Embedded in GE courses: SBCC students receive online support and community from peer mentors who have transferred to CI from a CC • Additional program benefits • small classes active learning • priority registration • dedicated academic counselor 2-year 4-year ALAS iPath Program
  • 13. Slides by Michelle Pacansky-Brock CC-BY-NC
  • 14. Slides by Michelle Pacansky-Brock CC-BY-NC
  • 15. Slides by Michelle Pacansky-Brock CC-BY-NC
  • 16. Slides by Michelle Pacansky-Brock CC-BY-NC
  • 17. Online Teaching Preparation Program (OTPP)
  • 19. presence instructor 1 visible Savery, (2005). actively engaged aware of and sensitive to student needs #tilttip14
  • 21. 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) social presence 2
  • 22. 2 "the degree to which participants are able to project themselves affectively within the medium" (Garrison, 1997, p. 6) presence issocial "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)
  • 24. AFFECTIVECOGNITIVE LEARNING DOMAINS (Anderson & Krathwohl, 2001; Krathwohl, Bloom, & Masia, 1964).
  • 25. Course Design Facilitation ● presence ● empathy ● awareness ● choice ● challenge ● control ● collaboration ● constructing meaning ● consequences (Wang & Han, 2001) Slides by Michelle Pacansky-Brock CC-BY-NC
  • 26. Don’t be a robot. PRESENCE Photo by Thomas Hawk CC-BY-NC Slides by Michelle Pacansky-Brock CC-BY-NC
  • 27. How does it feel to be a student in this type of learning environment? Slides by Michelle Pacansky-Brock CC-BY-NC
  • 28. Slides by Michelle Pacansky-Brock CC-BY-NC
  • 29. Don’t be a robot. PRESENCE EMPATHY Photo by Christian Bernal CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC
  • 30. AWARENESS Know your students’ needs. Photo by Christian Bernal CC-BY-NC-ND Photo by Sergiu Bocioiu CC-BY-NC Slides by Michelle Pacansky-Brock CC-BY-NC
  • 31. Tell stories. Photo by neliO. CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC
  • 32. Slides by Michelle Pacansky-Brock CC-BY-NC Stephens, G. J., Silbert, L. J., & Hasson, U. (2010). Speaker-listener neural coupling underlies successful communication. Proceedings of the National Academy of Sciences in the United States of America, 107(32), 14425-14430. doi: 10.1073/pnas.1008662107
  • 33. Slides by Michelle Pacansky-Brock CC-BY-NC Stephens, G. J., Silbert, L. J., & Hasson, U. (2010). Speaker-listener neural coupling underlies successful communication. Proceedings of the National Academy of Sciences in the United States of America, 107(32), 14425-14430. doi: 10.1073/pnas.1008662107
  • 34. Stephens, G. J., Silbert, L. J., & Hasson, U. (2010). Speaker-listener neural coupling underlies successful communication. Proceedings of the National Academy of Sciences in the United States of America, 107(32), 14425-14430. doi: 10.1073/pnas.1008662107 neural coupling Slides by Michelle Pacansky-Brock CC-BY-NC
  • 35. CC-BY Gustavo Devito Embrace the power of the human voice.
  • 36. Make it visual. Photo by David Martin. CC-BY-NC-SA Slides by Michelle Pacansky-Brock CC-BY-NC
  • 40. comment in voice, video, or text conversations around media (images, presentation slides, videos, and more) asynchronous
  • 44.
  • 46. - online student (Pacansky-Brock, 2014.) Slides by Michelle Pacansky-Brock CC-BY-NC
  • 47. Makes me feel connected to my peers. 86% n=109 “I feel like we got to know each other better. I actually recognized a classmate at my children's Taekwondo class because of the sound of her voice!” Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class. Slides by Michelle Pacansky-Brock CC-BY Learning Out LoudLearning Out Loud
  • 48. Listening to peers increases my ability to reach the learning objectives. 95% n=82 “Listening gave me a better understanding of the material. … you could actually hear the passion in the speakers’ voices.…” Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class. Slides by Michelle Pacansky-Brock CC-BY Learning Out LoudLearning Out Loud
  • 49. When I spoke, I remembered the information better. 83% n=82 “…it made me re-evaluate my answers. Mostly because I didn't want to sound like I had no idea what I was talking about. …being able to speak … my ideas made me feel like I could … explain the material better.” Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class. Slides by Michelle Pacansky-Brock CC-BY Learning Out LoudLearning Out Loud
  • 50. When I spoke, I remembered the information better. 83% n=82 “I found ... that I would ... unearth more thoughts … as I spoke them out loud while looking at the content, as opposed to looking at the content, forming an opinion, then looking at my text as I wrote it.” Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class. Slides by Michelle Pacansky-Brock CC-BY Learning Out LoudLearning Out Loud
  • 51. Photo by Michael W. May CC-BY-NC-ND. Slides by Michelle Pacansky-Brock CC-BY “None really, other than me tripping over my tongue and having to re-record a lot. But that gets better as you get more comfortable with it.” DRAWBACKS?
  • 52. “For me, working them around my noisy (and consistently busy) family and house. I also had to buy a microphone for my comments, but acquiring materials is just a part of school.”.” DRAWBACKS? Photo by Michael W. May CC-BY-NC-ND. Slides by Michelle Pacansky-Brock CC-BY
  • 53. Slides by Michelle Pacansky-Brock CC-BY-NC
  • 54. Photo by Leo Reynolds. CC-BY-NC-SA michelle.pacansky-brock@csuci.edu
  • 55.
  • 56.
  • 57. Credits Special thanks to all the people who made and released these awesome resources for free: Minicons by Webalys Presentation template by SlidesCarnival Photographs by Unsplash
  • 58. Presentation design This presentation uses the following typographies and colors: Titles: Nixie One Body copy: Varela Round You can download the fonts on this page: http://www.google.com/fonts/#UsePlace:use/Collection:Nixie+One|Varela+Round Click on the “arrow button” that appears on the top right Yellow #f8bb00 Orange #ed4a00 Fucsia #e8004c Blue #00acc3 Aqua #00d1c6 Lime #bbcd00 Green #65bb48 Gray #617a86 Light Gray #a1becc You don’t need to keep this slide in your presentation. It’s only here to serve you as a design guide if you need to create new slides or download the fonts to edit the presentation in PowerPoint®
  • 59. Minicons Free Vector Icons Pack by Webalys is published under a Creative Commons Attribution license and Free for both personal and commercial use. You can copy, adapt, remix, distribute or transmit it. If you use this set on your presentation remember to keep the “Credits” slide or provide a mention of this "Minicons Free Vector Icons Pack" and a link back to this page: http://www.webalys.com/minicons