Influencing policy (training slides from Fast Track Impact)
Humanizing Online Learning
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.
Michelle Pacansky-Brock
brocansky@gmail.com
@brocansky
tiny.cc/human-lmu
7. ““I am heartened by the approach of starting first
with humanizing the online experience. It helped
alleviate my major fears about teaching online …
[and] see that there are tools and strategies and
people who care about the topic. I see the
possibilities so much better now.”
- CI Faculty Member
8. ““I have a much clearer idea of how to foster authentic
interactions in an online learning environment and why
humanizing online classes is so important. I am
enthusiastic about what can be achieved in online
teaching and also about how what I’ve learned shapes
my understanding of face-to-face teaching.”
- CI Faculty Member
9. ““I think this is a must take course
for faculty who plan to teach online
OR who think online learning is
nothing more than a glorified
correspondence school.”
- CI Faculty Member
29. Don’t be a robot.
PRESENCE
Photo by Christian Bernal CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC
Empathy is feeling
with people.
•See the world as others see it
•Be non-judgmental
• Understand the feelings of others
• Communicate our understanding of
that person’s feelings
Wiseman, T. (1996), A concept analysis of empathy. Journal of Advanced Nursing, 23: 1162–1167. doi: 10.1046/j.
1365-2648.1996.12213.x
31. When we start losing our tolerance for
vulnerability, uncertainty, for risk-taking —
we move away from the things we need
and crave the most like joy and love and
belonging, trust, empathy, creativity.”
-Brené Brown
Photo by Sergiu Bocioiu CC-BY-NC Slides by Michelle Pacansky-Brock CC-BY-NC
32. 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
34. 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
35. 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
36. 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
37. Make it visual.
Photo by David Martin. CC-BY-NC-SA Slides by Michelle Pacansky-Brock CC-BY-NC
45. 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
Makes me feel
connected to
my peers.
n=109
86%
Listening to peers
increased my ability to
reach the learning objectives.
95%
n=82
When I spoke, I
remembered the
information better.
83%
n=82
46. “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
-online student
47. “…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
-online student
48. Learning Out Loud
“Having to … speak and …directly
engage a fellow student through voice
makes you feel a part of an actual class.”
Learning Out Loud
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
-online student
49. “…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. “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
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