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

1. Humanizing Online Learning
with emerging technologies
Michelle Pacansky-Brock
@brocansky
TeachingWithoutWalls.com
CC-BY-NC Anna Yanev

2. http://tiny.cc/fresno

3. ALIENATION
contributes to lower online retention & persistence
(Rovai & Wighting, 2005)
CC-BY-ND B Rosen

5. 2
flavors
of online learning

6. CC-BY-NC-ND Selbe B

7. CC-BY-NC-ND Mark DeSouza

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

12. 2
social
presence

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)

15. CC-BY-NC-SA Zanthia

16. what will you make?
CC-BY-SA Quinn Dumbrowski

17. CC-BY Carlos Maya

18. CC-BY-NC Pulpolux !!

19. How can you use technolog0
TO BE MORE REAL?
CC-BY-NC Thomas Hawk

20. CC-BY-NC-SA Daniel Honan

21. greet them with
a welcome video

22. a humanized syllabus

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

29. Asynchronous Voice/Video Interactions

30. Optional Check-In Slides

31. Optional Check-In Slides

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

38. learning
differences
CC-BY JD Hancock

39. How to Humanize Your
Online Class with
VoiceThread
Best Practices for
Teaching with Emerging
Technologies
(eBook)
More info at:!
TeachingWithoutWalls.com

40. Michelle Pacansky-Brock!
@brocansky
www.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.