Online Learning Consortium (ALN) 20th Annual Conference slides Presentation: October 30, 2014 with Robin Bartoletti, PhD

1. HUMANIZING INSTRUCTION
IN A MOOC
WHITNEY KILGORE AND ROBIN BARTOLETTI, PHD
ONLINE LEARNING CONSORTIUM #ALN14
OCTOBER 30, 2014

2. What will the future hold?

5. http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course

6. Sound Familiar?

7. What makes us uniquely
Human?

9. Understanding the Community of Inquiry
“A critical community of learners, from an educational perspective, is
composed of teachers and students transacting with the specific purposes of
facilitating, constructing, and validating understanding , and of developing
capabilities that will lead to further learning.”
-Garrison and Anderson

10. The Human Element:
An Essential Online Course Component

11. The Human Element

12. Roles
Role of Facilitator Role of Learner
• Wayfinding
• Amplifying
• Curating
• Aggregating
• Filtering
• Modeling
• Staying Present
• Autonomous
• Self Organize
• Connect with Peers
• Peer Support
• Creation
• Sharing
• Build Personal Network

13. Tools
Blogs (Blogger, Wordpress)
Twitter
YouTube
VoiceThread
Discussions
LinkedIn
Many more…

14. Participation
Discussion Posts Active Participants # of submissions Files

15. Feedback at Scale

16. Learner Demographics

17. Educational Background
4 year degree
Some graduate school
Master Degree
Doctorate Degree

18. Age
21-29
30-39
40-49
50-59
60 -older

19. MOOC Experience
0-1
2-3
4-5
6-8

20. Online Teaching
Experience
Yes
No

21. Instructor
Presence

23. Video Announcements

24. Using Video Instructor Introductions
to enhance instructor presence

25. Helpful
strongly
disagree
2%
neutral
17%
agree
51%
strongly agree
30%
The instructor was helpful in guiding the class towards
understanding course topics in a way that helped me
clarify my thinking.

26. Using VoiceThread to
enhance the Community of Inquiry

27. Sense of Community
neutral
9%
agree
59%
strongly agree
32%
Instructor actions reinforced the development of a sense
of community among course participants.

28. Cognitive Presence

29. TEDEd

30. TEDEd Example

31. TEDEd Example

32. Motivation
neutral
9%
agree
53%
strongly agree
38%
I felt motivated to explore content related questions.

33. Knowledge Applicability
neutral
7%
agree
49%
strongly agree
44%
I can apply the knowledge created in this course to
my work or other non-class related activites.

34. Social Presence

35. Webinar with
Michelle Pacansky-Brock

36. Online Tools
neutral
11%
agree
55%
strongly agree
34%
Online or web-based communication is an
excellent tool for social interaction.

37. Comfort with Tools
disagree
9% neutral
9%
agree
49%
strongly agree
33%
I felt comfortable conversing through the online tools.

38. Learning is Messy

40. #HumanMOOC

41. Conclusion:
Advice to Other Faculty

42. References
• Akyol, Z. & Garrision, D.R. (n.d.). The Development of a Community of Inquiry over Time in an Online
Course: Understanding the Progression and Integration of Social, Cognitive, and Teaching
Prescence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. Retrieved from
http://sloanconsortium.org/system/files/v11n1_8garrison.pdf
• Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy . The
International Review of Research in Open and Distance Learning, Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/890/1663
• Brinthaupt, T.M., Fisher, L.S., Gardner, J.G., Raffo, D.M., & Woodard, J.B. (2011). What the best
online teachers should do. Journal of Online Learning and Teaching, 7 (4), 515-524. Retrieved from
http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm
• Broup, J., West, R., & Graham, C. (2011). Improving online social presence through asynchronous
video. Internet and Higher Education, (15), 195-203.
• deWaard, I., Abajian, S., Gallagher, M., Hogue, R., Keskin, N., Koutropoulos, A., and Rodriguez, O.,
(2011). Using mlearning and moocs to understand chaos, emergence, and complexity in
education. The International Review of Research in Open and Distance Learning, 12(7), 94-115.
Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1046/2026
• Downes, S. (2012, March 23). [Web log message]. Retrieved from
http://halfanhour.blogspot.com/2012/03/education-as-platform-mooc-experience.html
• Dunlap, J.C. & Lowenthal, P.R. (2009). Tweeting the night away: Using Twitter to enhance social
presence. Journal of Information Systems Education, 20 (2)
• ELI (2013). 7 things you should know about... Calibrated Peer Reviews. Retrived from
https://net.educause.edu/ir/library/pdf/ELI7101.pdf.

43. References
• Fini, A., (2009). The Technological Dimension of a Massive Open Online Course: The Case of the
CCK08 Course Tools. The International Review of Research in Open and Distance Learning, 10(5),
1-26. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/643/1402
• Hostetter, C., & Busch, M. (2013). Community matters: Social presence and learning outcomes.
Journal of Scholarship of Teaching and Learning, 13 (1), 11-86. Retrived from
http://josotl.indiana.edu/article/views/3268/3623
• Ice,P., Curtis, R., Phillips,P. & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance
Teaching Presence and Students’ Sense of Community. Jones, P., Naugle, K. Kolloff, M.(2008,
March). Teacher Presence: Using Introductory Videos in Online and Hybrid Courses.Learning
Solutions Magazine, 1-5. Retrived
from http://www.learningsolutionsmag.com/articles/107/teacher-presence-using-introductory-videos-
in-online-and-hybrid-courses/pageall%20.
• Ke, F. (2010). Examining online teaching, cognitive, and social presence of adult students.
Computers & Education, 55, 808-820, doi: 10.1016/j.compedu.2010.03.013.
• Keengwe, J. Adjei-Boateng, E., & Diteeyont, W. (2012). Facilitating active social presence and
meaningful interactions in online learning. Education Information Technology, (18), 597-607. doi:
10.1007/s10639-012-9197-9
• Kop, R., & Carroll, F. (2011). Cloud computing and creativity: Learning on a massive open online
course. European Journal of Open, Distance, and eLearning, Retrieved from
http://www.eurodl.org/?article=457
• Kop, R., Fournier, H., and Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support
Human Beings? Participant Support on Massive Open Online Courses. The International Review of
Research in Open and Distance Learning, 12(7), 74-93. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/1041/2025

44. References
• Mak, W., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning
tools in a mooc. Paper presented at 7th international conference on networked learning
2010. Retrieved from
http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mak.pdf
• McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The mooc model for digital
practice. (Master's thesis, University of Prince Edward Island, Prince Edward Island, Canada).
Retrieved from http://davecormier.com/edblog/wp-content/uploads/MOOC_Final.pdf
• Mills, B.J (2010).Idea Paper #47: Promoting Deep Learning. The Idea
Center.http://www.theideacenter.org/sites/default/files/IDEA_Paper_47.pdf
• Nagel, L., & Kotze, T. (2010). Supersizing e-learning: What a coi survery reveals about teaching
prescence in a large online class. Internet and Higher Education, (13), 45-51.
• Rodriguez, C. (2012). Moocs and the ai-stanford like courses: Two successful and distinct
course formats for massive open online courses. European Journal of Open, Distance and E-Learning,
Retrieved from http://www.eurodl.org/?p=current&article=516
• Siemens, G. (2004, December 12). [Web log message]. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
• Williams, R., Karousou, R., and Mackness, J., (2011). Emergent Learning and Learning Ecologies
in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39-59.
Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883/1686