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/— Humanized learning increases the relevance of content and improves students’ motivation to log-in week-after-week.
ﬂ When students relate to an online instructor as something more than a subject matter expert and begin to conceive of
/ ~ I themselves as part of a larger community, they are more likely to be motivated, be satisfied with their learning, and
succeed in achieving the course objectives (Picciano, 2002; Rovai 8 Barnum, 2003; Richardson 8 Swan, 2003).
Don't be a robot. Sense when students Know your students.
need extra support.
(Turner & Paris, 1995; Wang & Han. 2001)
Allow students to express Encourage students to try new
themselves through writing, things - Grid believe in them!
_ voice, and video.
Get S1Ud€| '|t5 Assess learning through
increase . . . .
intrinsic Provide tormcitcind topic out gftheir Come, ” C, ecmon_
motivatmng options for proiects. 50"‘ °I'Y1°n€5-
AHOW Sludems lo: Have students learn from each
— organize groups Ollie“
Involve ' C''eC'le 5‘ P0"i'0" Ol “*9 Empower Use social technologies to
students in Class Cement students to de5lQ” Conrlecled leomlrlg
decision- — suggest ideas for inspireone OCtI/ lites.
m3k”‘8~ assessments another.
Use video as a catalyst for
. . Turn students into content
Invite students to contribute
l'l3Ve 5’fUd€ntS videos, images, links that
d'5°°V9" real‘ Clemonstrate examples of that astlonger peers and/ or on open
w°l| d _ concepts. than your class. websnes,
m m m in m 7
In education, Bloom's taxonomy is frequently used as a helpful framework to understand how learning occurs and, in turn, design a learning experience that fosters
growth and development. The cognitive domain of learning, however, is often the primary domain educators consider. Humanized learning also involves a careful
consideration of the role that attitude, motivation, and values play in a student's learning. These are associated with the affective domain of learning.
AFFEIITIVE - 006
O O O O O O O _
. . I
learning ° eamlllﬁ
Affective learning outcomes involve attitudes, motivation, and Cognitive learning outcomes involve knowledge. The expression
values. The expression of these often involves statements of of these may involve reproduction of information,
opinions, beliefs, or an assessment of relevance (Smith 8 demonstration of concepts, and application of principles to
Regan, 1383). different contexts (Garris, Ahlers, Er Driskell, 2002).
Community of Inquiry (Col) is a theoretical framework that educators may leverage to
understand how to develop and assess deep, meaningful learning experiences
C0glIi"V8 The three elements in Col are
"the ability of participants to identify with the community. , communicate purposefully in a
trusting environment, and develop interpersonal relationships by way of proiecting their
individual personalities “ (Garrison, 2008)
- “the design, facilitation, and direction of cognitive and social processes for the purpose of
Teaclnng realizing personally meaningful and educational worthwhile learning outcomes “ (Anderson.
Presence Rourke, Garrison, Ex Archer, 2001)
"the extent to which the participants in any particular configuration of a community of inquiry
(Garrison, Anclcrson, 8 Archer, 2000) are able to construct meaning through sustained communication (Garrison, Anderson, 8
How to Humanize Your Onllne Class by Michelle Pacansky-Brock and T&L Innovations @CI is licensed under a Creative Commons Attribution 4.0 '“"°“"°“
International License. Access this lnfographic online at: http: //tiny. cc/ humanize-inlographic
Anuarsan. L. w , A xrulnwoni, D. R (rm I (2001). A Tlxanomy ior Lurning, Tanning. and Assessing: A Ravlslan ai siaonrs Taxonomy oIEdui: IllanaI0t1]acIlvu, Nuw York Longmln.
Anarluon. 1., Rourke, L . Gaimon. D R, Archer, W. 12001;. Amusing Teaching presence in a Computer Canlevanoe Environment. Journal at asynchronous learning nelwnnui, 512;. I-I7.
Garrls, Ahler, A Drlskell (2002) Games, motivation, and learning’ A research and practice model, Simulation Gaming December 2002, (33) 4, 641-467
Garrison. n R, Anderson, I . a. Archer, w. rzoool. criiicul Inquiry in a text-based anyironnianr: Computer conluienclng in higher aducnllonmodel The Internet aria Higher Eaucnlim, 2i2~3l, a1-cos.
Klllhwﬂhl, D H" Eloom. E S I Mllll, B. E (1964) TIXODOITIY 0lEdDCAllOf| Il0DlIl: llVOS. ll1I clusltiullan 0| eduullanal iallk Handbook ll AHIEIWI Domain NOW VDIKZ ll/ AIKEY
Flccllno. A. izoozl. Eeyand iiiuurlni pemepilons Issues at lnleracllan. prasarica, -nu penorrnance in an online course Jaumal ol Axyncrironauii Learning Nelwom, an i. .iuly zooz. 21-4o
Raval, A. i= ., 5. Barnum, K r izoual On-Lina course ellcctlvcnsss An analysis at student lnieuctlons and percepilons ol learning. Journal or Dlslance Learning. ran l, 57.73.
Richardson, J c , 5. Swan, K 1200:» Examining social presence in online courses in relation lo siudenls‘ perceived learning and sarisiacrion Joumal ol Asynchronous Learning Networks, 1(1), February 2003, was
srniin, P. a. Rlqln, r J (1999) Insliucllonll aosign New Vark: John Wiley A suns.
Turner. 4.. ii. Falls, 5. a ilsssl How ineracy lulu Inlluence I: hl| d7Bn'5 motivation ior lllaiucy TM ﬁaadlng re-cner, win). 562-an
wang, S r. Han, s (2001) Six cis at Morivarion. in M.0ray(Ei1.). Emerging perspectives on learning, teaching, and iecnriclogy Retrieved lrom nrip / leplll cos uga emu