About This Workshop
Humanized learning increases the relevance of content and improves students' motivation to log-in week-after-week. When students relate to an online instructor as something more than a subject matter expert and begin to conceive of 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 (Anderson, Rourke, Garrison, & Archer, 2001; Picciano, 2002; Rovai & Barnum, 2003; Richardson & Swan, 2003).
When & Where:
- Wed, April 22nd, 8:30-10am CT
- Lone Star C4
- Michelle Pacansky-Brock, @brocansky, firstname.lastname@example.org
- Jill Leafstedt, @JLeafstedt, email@example.com
- Kristi O'Neil-Gonzalez, @Kristi_ONeil, firstname.lastname@example.org
Short link to this page:
Humanize your syllabus
Your syllabus is so much more than a course contract, it is often the very first content item a student experiences in your online class. For this reason, your syllabus holds tremendous opportunity for humanizing! Consider creating a syllabus with a micro-publishing tool like Populr.me and incorporate images and a high-energy welcome video to motivate your students.
- Click on the image to the right to view this example of a humanized syllabus in a new window.
- Click the button below to get your free PRO Populr Educator account.
Anderson, T., Rourke, L., Garrison, D. R. , & Archer, W. (2001). Assessing teaching presence in a computer conference environment. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Pacansky-Brock, M. (2012). Best Practices for Teaching with Emerging Technologies. Routledge.
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.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), February 2003, 68-88
Rovai, A. P., & Barnum, K. T. (2003). On-Line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Learning, 18(1), 57-73.