This document discusses how to design humanized online learning experiences that embrace digital technologies. It advocates for creating a sense of community and connection among students through instructor presence, social presence among students, and interactive activities like having students discuss course content by speaking into audio recordings. Student surveys cited in the document found that recording and listening to classmates' voices helped students feel more connected to their peers, increased understanding of course material, and helped students better remember what they had learned when they spoke about the topics. The document emphasizes designing online courses that foster deep, contextual learning through a community-oriented approach rather than a quick, disconnected one.

1. HUMANIZING?
what is
michelle pacansky-brock
@brocansky

2. The lens we use
informs our
understanding of
an issue.
Photo by Jeremy Noble CC-BY

3. Slides by Michelle Pacansky-Brock CC-BY-NC

4. How might I design
a humanized
learning experience
that embraces the
power of digital
technologies?
I’m going to
design an
online course.

5. Slides by Michelle Pacansky-Brock CC-BY-NC

6. • Quick
• Disconnected
• Task-oriented
• Surface Learning
by Selbe B CC-BY-NC-ND
Slides by Michelle Pacansky-Brock CC-BY-NC

7. • Contextual
• Connected
• Community-oriented
• Deep Learning
Slides by Michelle Pacansky-Brock CC-BY-NC

8. 2ingredientsof socializing online learning

9. presence
instructor
1 visible
Savery, (2005).
actively engaged
aware of and sensitive to student
needs
#tilttip14

10. 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

11. 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)

12. http://tiny.cc/howtohumanizeSlides by Michelle Pacansky-Brock CC-BY-NC

13. AFFECTIVECOGNITIVE
LEARNING DOMAINS
(Anderson & Krathwohl, 2001; Krathwohl, Bloom, & Masia, 1964).

14. Course
Design
Facilitation
● presence
● empathy
● awareness
● choice
● challenge
● control
● collaboration
● constructing meaning
● consequences
(Wang & Han, 2001)
Slides by Michelle Pacansky-Brock CC-BY-NC

15. Don’t be a robot.
PRESENCE
Photo by Thomas Hawk CC-BY-NC Slides by Michelle Pacansky-Brock CC-BY-NC

16. Listen closely to the student experiences in the
following two videos.
Slides by Michelle Pacansky-Brock CC-BY-NC

17. Slides by Michelle Pacansky-Brock CC-BY-NC

18. Don’t be a robot.
PRESENCE
EMPATHY
Photo by Christian Bernal CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC

19. 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

20. Tell stories.
Photo by neliO. CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC

21. Make it visual.
Photo by David Martin. CC-BY-NC-SA Slides by Michelle Pacansky-Brock CC-BY-NC

22. CC-BY Gustavo Devito
Embrace the
power of the
human voice.

23. - online student
(Pacansky-Brock, 2014.)
Slides by Michelle Pacansky-Brock CC-BY-NC

24. 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

25. 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

26. 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

27. 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

28. 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?

29. “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

30. Slides by Michelle Pacansky-Brock CC-BY-NC
Unhinge the myth
that learning
online means
learning alone.

33. Credits
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