Humanizing Online Learning with Emerging Technologies
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This document discusses strategies for humanizing online learning through emerging technologies. It identifies two key aspects needed: instructor presence and social presence. Instructor presence involves being visible, actively engaged with students, and aware of student needs. Social presence involves developing a sense of community and personal connection among students and between students and instructors. The document advocates the use of tools like VoiceThread that allow for asynchronous voice and video feedback to improve social presence, belonging, and learning outcomes in online courses. Student surveys found that activities with VoiceThread helped students feel more connected to their instructor and peers and improved their understanding.
!["[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](https://image.slidesharecdn.com/humanizingonlinelearningwithemergingtech-140110153357-phpapp02/85/Humanizing-Online-Learning-with-Emerging-Technologies-27-320.jpg)
Humanizing Online Learning with Emerging Technologies
- 1. Humanizing Online Learning with emerging technologies Michelle Pacansky-Brock @brocansky TeachingWithoutWalls.com CC-BY-NC Anna Yanev
- 3. ALIENATION contributes to lower online retention & persistence (Rovai & Wighting, 2005) CC-BY-ND B Rosen
- 8. what will you make? CC-BY-SA Quinn Dumbrowski
- 9. 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.
- 10. 2 ingredients of socializing online learning
- 11. 1 instructor presence Savery, (2005). visible actively engaged aware of and sensitive to student needs
- 13. 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)
- 14. 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)
- 16. what will you make? CC-BY-SA Quinn Dumbrowski
- 19. How can you use technolog0 TO BE MORE REAL? CC-BY-NC Thomas Hawk
- 21. greet them with a welcome video
- 23. Open the Class with a Personal Story make relevant ties between content & real life
- 24. Units with Brief Video Introductions and Text Alternatives Click here for transcript. (UDL, 508) Recorded w webcam into free YouTube account & embedded into LMS.
- 25. What happens when online st4dents LEARN OUT LOUD? CC-BY Gustavo Devito
- 26. 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).
- 27. "[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
- 28. "What value is there in being VULNERABLE?" CC-BY kodomut.com
- 32. 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.
- 33. 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.
- 34. 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.
- 35. 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.
- 36. 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.
- 37. "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
- 39. How to Humanize Your Online Class with VoiceThread Best Practices for Teaching with Emerging Technologies (eBook) More info at:! TeachingWithoutWalls.com
- 41. 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.!
- 42. ! ! 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.