Shared with Moorpark College online faculty on January 7, 2016.

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.
—> tiny.cc/humanize-moorpark <—

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

3. CALIFORNIA’S FUTURE
-1 MILLIONEDUCATED WORKERS
BY 2025
Johnson, H; Sengupta, R, (2009). Closing the Gap: Meeting California’s Need for College Graduates, Public Policy Institute of California, retrieved from http://www.ppic.org/main/
publication.asp?i=835

4. CALIFORNIA’S FUTURE
TRANSFER
LATINO(A)

5. transfers to a
4-year college
1
attend
community college
19
attend
4-yr college
10
earn doctoral
degree
.4
earn graduate
degree
4
graduate with a
4-year degree
10
enroll
in college
29
graduate high
school
52
100
elementary school
students
Latina/o National Educational Pipeline
U.S. Census Bureau, 2000.

6. White
Hispanic
Unknown/Declined to State
2+ Races
Native American
Filipino
Black
Asian/Pacific Islander
California Community College Chancellor’s Office, (2013). Distance Education Report.
Distance Education Students
California Community Colleges by Race/Ethnicity

7. AVERAGE GRADES
California Community Colleges
Kaupp, R. (2012) Online penalty: The White-Latino achievement gap, Journal of Applied Research in the Community College, 19(2), 8-16.
0
0.55
1.1
1.65
2.2
Latino White Latino-White Gap
F2F Online
n= 4,472,736
+44%
increase
online

8. n=10
Describe “good” and “bad” past
experiences and experiences in
current online class.
Latino Online Students
Why do online classes
exacerbate the White-Latino
achievement gap?
n=12
Online Instructors & Administrators
responsible for administering online instruction
Kaupp, R. (2012) Online penalty: The White-Latino achievement gap, Journal of Applied Research in the Community College, 19(2), 8-16.
• motivation/self-directedness
• lack of technology skills
•literacy
• good learning experiences
characterized by strong, respectful
instructor relationships
• lack of a relationship with online instructors

9. The lens we use
informs our
understanding.
Photo by Jeremy Noble CC-BY

10. ALAS
• CI grant-based program with regional and local
(CI) components
• Focus:
• Strengthen 2-year to 4-year curricular
pathways
• Promote transfer student success by
aligning high-impact curricular practices,
systems, and policies across institutions
• Objective:
• To increase transfer rates, transfer
readiness, and completion of a 4-year
degree for all transfer students, particilarly
historically underserved students (i.e., low-
income, first-generation, and Latinas/os).
2-year
4-year

11. • Improve regional transfer success
• Institutional collaboration between CSU Channel
Islands and Santa Barbara City College
• For full-time, 2-year students with goal of
transferring
• Embedded in GE courses: SBCC students
receive online support and community from peer
mentors who have transferred to CI from a CC
• Additional program benefits
• small classes active learning
• priority registration
• dedicated academic counselor
2-year
4-year
ALAS
iPath Program

12. Supporting Faculty

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

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

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

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

17. Online Teaching Preparation Program (OTPP)

18. 2ingredientsof socializing online learning

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

20. #tilttip14
social
presence
2

21. 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

22. 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)

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

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

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

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

27. How does it feel to be a student
in this type of learning environment?
Slides by Michelle Pacansky-Brock CC-BY-NC

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

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

30. 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

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

32. 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

33. 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

34. 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

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

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

37. A humanized
syllabus!
tiny.cc/humanized-syllabus
Populr.me
(upgrade to educator account)

38. A humanized syllabus!
http://jaimehannans.populr.me/nurse222
by Dr. Jaime Hannans

39. http://tiny.cc/syllabus-gallery

40. comment in voice, video, or text
conversations around media (images, presentation slides, videos, and more)
asynchronous

41. central
media
comments
navigation
controls
Slides by Michelle Pacansky-Brock CC-BY

42. ENGLISH
StaceyAnderson,CSUChannelIslands
(sharedwithpermission)
Slides by Michelle Pacansky-Brock CC-BY

43. StaceyAnderson,CSUChannelIslands
(sharedwithpermission)
SPANISH
AraceliTrujillo,CSUChannelIslands
(sharedwithpermission)

45. https://youtu.be/zp_oTrotgX8

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

47. 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

48. 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

49. 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

50. 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

51. 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?

52. “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

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

54. Photo by Leo Reynolds. CC-BY-NC-SA
michelle.pacansky-brock@csuci.edu

57. Credits
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