Jennifer Maddrell: Designing Authentic Online Educational Experiences through Service-Learning


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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

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Jennifer Maddrell: Designing Authentic Online Educational Experiences through Service-Learning

  1. 1. DESIGNING SERVICE-LEARNING Jennifer Maddrell Designers for Learning February 27, 2014
  2. 2. My Students’ Stories My Story Your Stories My Colleagues' Stories Our Agenda Your Service-Learning Design Plan
  3. 3.
  4. 4. Design Plan Handout
  5. 5. Before my story, tell me yours.
  6. 6. I’ve never heard of service-learning.
  7. 7. I’ve participated in service-learning as a student.
  8. 8. I’ve incorporated service-learning in a class I designed or taught.
  9. 9. I’ll start my story at the beginning.
  10. 10. Be a good girl.
  11. 11. Have a good time.
  12. 12. … and learn a lot.
  13. 13. Be a good person. Have a good time. Learn a lot. 1. What wishes for (or from) you?
  14. 14. Online Class with Virtual Sessions
  15. 15. Identify performance problems, opportunities, and needs. Make appropriate recommendations. Develop and negotiate a consulting proposal. Maintain a positive client relationship throughout a consulting process. Desired Learning Outcomes
  16. 16. Online Students Clients Authentic Practice Opportunity
  17. 17. Finding a Client Interaction with Me Interaction with Peers Scoping a Project Interaction with Client Feedback and Guidance Geographic and Time Separation
  18. 18. Online Students So, I gave it a try … Clients
  19. 19. It was really challenging. It was rewarding to help and add value. I learned so much from the experience. My Students’ Feedback
  20. 20. Be good. It was really challenging. Have a good time. Learn a lot. It was rewarding to help and add value. I learned so much from the experience.
  21. 21. applied learning
  22. 22. experiential learning
  23. 23. service-learning
  24. 24. Academic Coursework Community Service Work-based Applied Learning Service-Learning
  25. 25. Online Students Academic Coursework Community Service Work-based Applied Learning e-Service-Learning Nonprofits
  26. 26. Journals Programs Twitter Books Associations Conferences Wealth of Service-Learning Resources
  27. 27. Webcasts at
  28. 28. College Faculty Administrators Librarians Students Nonprofits Instructional Designers
  29. 29. More on this later …
  30. 30. 2. Title of your online class?
  31. 31. ? ? ? 3. Desired Learning Outcomes?
  32. 32. 4. Tasks to engage & apply.
  33. 33. Disposable Assignments Stop assignments that add no value to the world. Dr. David Wiley, Lumen Learning
  34. 34. Foster Communities of Innovation focused on producing innovative activity. Dr. Rick West, BYU
  35. 35. Engage online students in meaningful and relevant experiences. Robert Squires, Director UMOnline
  36. 36. Service-learning is not the same as volunteering. Dr. Kristina Lambright, SUNY Binghamton
  37. 37. Service Learning Two Combined Objectives
  38. 38. 5. Potential Nonprofits?
  39. 39. Finding Nonprofits (easy)
  40. 40. Establishing the right nonprofit relationship is key. Dr. Rick Schwier, University of Saskatchewan
  41. 41. Near Student Near Campus 100% Virtual 6. Location of the Nonprofit Client
  42. 42. Location is more important for some courses than others. Dr. Molly Duggan, Lenoir-Rhyne University
  43. 43. Instructor Student Campus 7. Nonprofit Engagement
  44. 44. Consortium of 1,100+ US Colleges
  45. 45.  Needs of client & goals of project  Required client support  Boundaries of the project  Product / Service Deliverable  Needed Information & Access  Time Schedule (Milestones)  Roles on the project: client, instructor, and student  Intellectual property  Confidentiality statement 8. Memorandum of Understanding
  46. 46. Yes Dr. Trey Martindale, University of Memphis
  47. 47.  Client Description  Context for Project  Client Needs  Goals for Project Rubric  Product / Service Deliverable(s)  Project Management Protocols  Student Reflection Parameters 9. Course Contract with Student
  48. 48. For student groups, define the roles and responsibilities! Dr. Brent Wilson, UC - Denver
  49. 49. How to move past this? Photo credit: T Hall
  50. 50. Project management! Beth Oyarzun, eLearning Office, UNC-Wilmington
  51. 51. Student’s Process Client Updates Instructor Updates 10. Project Management
  52. 52. What When 11. Student Reflection Where
  53. 53. Reflection helps to facilitate learning. Dr. Monica Tracey, Wayne State University
  54. 54. What       Student Perceptions Progress Summary Tally of Hours Scope Changes Concerns Surprises Reflection
  55. 55.  Weekly (minimum)  At Milestones  As Things Happen When Reflection
  56. 56.  Individual Journal  Semi-public Journal  Public Blog Where Reflection
  57. 57. Course Contract = Rubric Student’s Process Student’s Product Student’s Reflection 12. Assessment - What
  58. 58. Ensure alignment among course objectives, nature of project, tasks, and assessments. Maureen Barry, Librarian, Wright State
  59. 59. Peer Input Client Input 13. Assessment - How Student Input
  60. 60. ? 14. Other?
  61. 61. 1. I hope your wishes come true.
  62. 62. A service-learning “”
  63. 63. Quill West, OER Director Tacoma Community College Ronda Neugebauer, Lumen Learning Two participants in latest chapter.
  64. 64.  23 college students  15 instructional design programs  19 college faculty mentors  All volunteers of nonprofit in Michigan  5 pilot design projects  Focus: GED preparation  Several subject-matter experts / advisors  Open Educational Resource Adaptation or Creation  100% Virtual  Support learners & tutors Midst of Service-Learning Pilot
  65. 65. Please follow along!
  66. 66. Thank you!