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 (Picciano, 2002; Rovai & Barnum, 2003; Richardson & Swan, 2003).
Greet students with a video each week.
Offer synchronous meetings for those who need them.
Provide feedback in audio or video.
Options increase intrinsic motivation.
Empower students to inspire one another.
Get students out of their comfort zones.
Have students discover real-world connections.
Have students share work with peers and/or on open websites.
Turn students into content creators.
Involve students in decision-making.
Design projects that last longer than your class.
Allow students to express themselves through writing, voice, and video.
Provide format and topic options for projects.
Encourage students to try new things - and believe in them!
- suggest ideas for
- create a portion of the
Create a lively welcome video.
Have students learn from each other.
Use social technologies to design connected learning activities.
Assess learning through content creation.
(Turner & Paris, 1995; Wang & Han, 2001)
Use video as a catalyst for discussion.
Invite students to contribute videos, images, links that demonstrate examples of concepts.
Sense when students need extra support.
Support students through difficult times.
Check-in with students
Send a supportive video message to a struggling student.
Survey students in week 1.
Use a fun, low-risk ice breaker to get students connected.
Build in formative feedback loops.
Affective learning outcomes involve attitudes, motivation, and values. The expression of these often involves statements of opinions, beliefs, or an assessment of relevance (Smith & Ragan, 1999).
willingness to become aware
incorporating into a value system
Cognitive learning outcomes involve knowledge. The expression of these may involve reproduction of information, demonstration of concepts, and application of principles to different contexts (Garris, Ahlers, & Driskell, 2002).
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.
Community of Inquiry (CoI)
Community of Inquiry (CoI) is a theoretical framework that educators may leverage to understand how to develop and assess deep, meaningful learning experiences.
The three elements in CoI are:
"the ability of participants to identify with the community..., communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities." (Garrison, 2009)
"the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes." (Anderson, Rourke, Garrison, & Archer, 2001)
"the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication. (Garrison, Anderson, & Archer, 2001)
(Garrison, Anderson, & Archer, 2000)
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.
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.
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.
Smith, P. & Ragan, T.J. (1999). Instructional design. New York: John Wiley & Sons.
Turner, J., & Paris, S. G. (1995). How literacy tasks influence children's motivation for literacy. The Reading Teacher, 48(8), 662-673.
Wang, S. & Han, S. (2001). Six C's of Motivation. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/
Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
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.
Garris, Ahler, & Driskell. (2002). Games, motivation, and learning: A research and practice model. Simulation Gaming. December 2002, (33) 4, 441-467.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher Education, 2(2-3), 87-105.
Krathwohl, D. R., Bloom, B. S. & Masia, B. B. (1964). Taxonomy of Educational Objectives, the classification of educational goals– Handbook II: Affective Domain New York: McKay.