DESIGNINGSERVICE-LEARNING

Jennifer MaddrellDesigners for LearningFebruary 27, 2014

Our Agenda

My Story

My Students’ Stories

My Colleagues' Stories

Your Stories

Your Service-Learning Design Plan

www.bitly.com/SLNServiceLearn

Design Plan Handout

Before my story, tell me yours.

I’ve never heard of service-learning.

I’ve participated inservice-learning as a student.

I’ve incorporated service-learningin a class I designed or taught.

I’ll start my story at the beginning.

Be a good girl.

Have a good time.

… and learn a lot.

1. What wishes for (or from) you?

Be a good person. Have a good time. Learn a lot.

Online Class with Virtual Sessions

Desired Learning Outcomes

Identify performance problems, opportunities, and needs.

Develop and negotiate a consulting proposal.

Maintain a positive client relationship throughout a

consulting process.

Make appropriate recommendations.

Authentic Practice Opportunity

Online Students Clients

Interactionwith Me

Findinga Client

Feedbackand Guidance

Scoping a Project

Interactionwith Peers

Interactionwith Client

Geographic and Time Separation

So, I gave it a try …

Online Students Clients

My Students’ Feedback

It was rewardingto help

and add value.

It was reallychallenging.

I learned so muchfrom the

experience.

It was reallychallenging.

It wasrewarding to help

and add value.

I learned so muchfrom the experience.

Be good.

Have a good time.

Learn a lot.

applied learning

experiential learning

service-learning

Service-Learning

Community Service

Work-based Applied Learning

Academic Coursework

e-Service-Learning

Online Students Nonprofits

Community

Service

Work-based Applied

Learning

Academic

Coursework

ProgramsJournals

Conferences

Books

Associations

Wealth of Service-Learning Resources

Twitter

Webcasts at DesignersForLearning.org

College Faculty

Instructional Designers

Students

Librarians

Administrators Nonprofits

More on this later …

www.DesignersForLearning.org

2. Title of your online class?

3. Desired Learning Outcomes?

?

?

?

4. Tasks to engage & apply.

DisposableAssignments

Dr. David Wiley, Lumen Learning

Stop assignments that add no value to the world.

Dr. Rick West, BYU

Foster Communities

of Innovation focused

on producing

innovative activity.

8

Robert Squires, Director UMOnline

Engage online

students in

meaningful and

relevant

experiences.

6

Dr. Kristina Lambright, SUNY Binghamton

Service-learning is

not the same as

volunteering.

2

Two Combined Objectives

Service

Learning

5. Potential Nonprofits?

Finding Nonprofits (easy)

Dr. Rick Schwier, University of Saskatchewan

Establishing the

right nonprofit

relationship is key.

1

6. Location of the Nonprofit Client

Near Student

Near Campus

100% Virtual

Dr. Molly Duggan, Lenoir-Rhyne University

Location is more

important for some

courses than

others.

4

7. Nonprofit Engagement

Instructor Student Campus

Consortium of 1,100+ US Colleges

www.nycampuscompact.org

8. Memorandum of Understanding

Needs of client & goals of project

Boundaries of the project

Needed Information & Access

Roles on the project:client, instructor, and student

Required client support

Product / Service Deliverable

Time Schedule (Milestones)

Intellectual property

Confidentiality statement

Dr. Trey Martindale, University of Memphis

Yes

7

9. Course Contract with Student

Client Description

Context for Project

Client Needs

Goals for Project

Product / Service Deliverable(s)

Project Management Protocols

Student Reflection Parameters

Rubric

Dr. Brent Wilson, UC - Denver

For student groups,

define the roles and

responsibilities!

13

How to move past this?Photo credit: T Hall http://www.flickr.com/photos/tmh9/245066417/

Beth Oyarzun, eLearning Office, UNC-Wilmington

Project management!

3

10. Project Management

Student’s Process

ClientUpdates

InstructorUpdates

11. Student Reflection

What When Where

Dr. Monica Tracey, Wayne State University

Reflection helps to

facilitate learning.

11

Reflection

What

Student Perceptions Progress Summary Tally of Hours Scope Changes Concerns Surprises

Reflection

When

Weekly (minimum) At Milestones As Things Happen

Reflection

Where

Individual Journal Semi-public Journal Public Blog

12. Assessment - What

Student’s Process

Student’s Product

Student’s Reflection

Course Contract = Rubric

Maureen Barry, Librarian, Wright State

Ensure alignment

among course

objectives, nature

of project, tasks,

and assessments.

10

13. Assessment - How

PeerInput

Client Input

Student Input

?14. Other?

1. I hope your wishes come true.

A service-learning “match.com”

www.DesignersForLearning.org

Two participants in latest chapter.

12 14

Quill West, OER DirectorTacoma Community College

Ronda Neugebauer, Lumen Learning

15

Midst of Service-Learning Pilot

23 college students

15 instructional design programs

19 college faculty mentors

Several subject-matter experts / advisors

100% Virtual

All volunteers of nonprofit in Michigan

5 pilot design projects

Focus: GED preparation

Open Educational Resource Adaptation or Creation

Support learners & tutors

Please follow along!

www.sites.google.com/site/oerforccr

Thank you!