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Jennifer Maddrell: Designing Authentic Online Educational Experiences through Service-Learning
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DESIGNING SERVICE-LEARNING Jennifer Maddrell Designers for Learning February 27, 2014
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Jennifer Maddrell, adjunct faculty, Instructional Design and Technology, College of Education, Old Dominion University Designing Authentic Online Educational Experiences through Service-Learning Fostering opportunities for authentic and engaging real-life application of course content is a central challenge for designers and instructors in higher education programs. Given the time and geographic separation of the online learner from the instructor and the college or university, the task of offering applied learning experiences in an online course is an even greater challenge. Service-learning is an educational approach used extensively in traditional face-to-face programs to offer students opportunities to gain real-world experience while volunteering with organizations in their local campus communities. In this session, we will explore the design of e-service-learning in which these applied learning opportunities are incorporated into online and distance education programs. By considering the link between the subject-matter and desired learning outcomes of their courses, as well as the potential needs of nonprofits and other social enterprises, session participants will contemplate the design of service-learning experiences for their unique educational contexts. Recommended practices for service-learning client engagement, project management, student mentorship, and learner assessment will be discussed. In addition to an examination of the opportunities and benefits, the potential challenges of incorporating service-learning in an online education setting will also be considered, including recommendations to overcome the obstacles associated with the time and physical separation of participants. Presentation at the 15th annual SLN SOLsummit 2014 February 27, 2014 http://slnsolsummit2014.edublogs.org
Transcript of Jennifer Maddrell: Designing Authentic Online Educational Experiences through Service-Learning
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
Webcasts at DesignersForLearning.org
College Faculty
Instructional Designers
Students
Librarians
Administrators Nonprofits
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!
