Learning Design and Volunteering


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A presentation about using Learning Design to support volunteering-style activities, such as the PACE program at Macquarie University

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Learning Design and Volunteering

  1. 1. Learning Design and Volunteering James Dalziel Professor of Learning Technology & Director, Macquarie E-Learning Centre Of Excellence (MELCOE) Macquarie University, Sydney, Australia james@melcoe.mq.edu.au www.melcoe.mq.edu.au Recorded presentation for ALTC National Teaching Fellowship
  2. 2. Background • Recorded presentation to accompany main Learning Design workshop recordings for ALTC National Teaching Fellowship – See 3 Workshop recordings, and 2 Larnaca Declaration recordings at http://www.slideshare.net/jdalziel71 – Learning Design context and Larnaca Declaration • Reflections on using Learning Design for Volunteering – PACE at Macquarie & Australian Volunteers International – Online training for volunteering unlike LMS structures – Re-use/adaptation of Learning Designs and volunteering
  3. 3. Learning Design Learning Design Learning Design Conceptual Map (LD-CM) Learning Design Framework (LD-F) Learning Design Practice (LD-P) The Larnaca Declaration on Learning Design: New Definitions for the future of the field See www.larnacadeclaration.org for document
  4. 4. Challenge Creating learning experiences aligned to particular pedagogical approaches and learning objectives Teaching Cycle Educational Philosophy Level of Granularity All pedagogical approaches All disciplines Program Theories & Methodologies Module A range based on assumptions about the Learning Environment Session Learning Environment: Characteristics & Values Learning Activities External Agencies Institution Educator Learner Core Concepts of Learning Design Guidance Representation Sharing Implementation Tools Resources Learner Responses Feedback Assessment Learner Analytics Evaluation
  5. 5. Learning Design and Volunteering • Macquarie University has implemented “PACE” (Professional and Community Engagement) program as one of the pillars of the undergraduate experience • “PACE units foster professional and community engagement by enabling students to work with partner organisations in a range of workplace activities as part of their degree. PACE activities are similar to: – internships – practicums – field trips with a partnership component – community service and learning – community development and/or research projects”
  6. 6. Learning Design and Volunteering • PACE includes local, regional and international activities – PACE activities tend to have a different structure to a typical 13 week unit • While a LMS can be used for online aspects of PACE (or similar) activities, the “course page” structure isn’t always well suited • By contrast, Learning Design, because it focuses on just a single set of activities, can be more appropriate, as the online component for a PACE task can be one (or more) sequences of online activities – Without the need for a unit page with a dropbox, email, etc
  7. 7. Learning Design and Volunteering • The different online needs of volunteering vs traditional units was more pronounced for Australian Volunteers International, who support programs like PACE and others • AVI does not really have any structure equivalent to a “unit” or “course”, so a typical LMS course page structure can seem quite out of place • Whereas a one or more Learning Designs, each accessible via a URL, is more flexible to add to project co-ordination pages, such as a blog or wiki
  8. 8. Learning Design and Volunteering • A second benefit of Learning Design for Volunteering arises from the ease of re-use and adaptation of Learning Designs • In many cases, similar online training or support materials are used across multiple groups and multiple projects – Often with only small changes, eg, slight policy changes for different contexts • The ease of re-using and editing Learning Designs support rapid creation/adapting/updating of online support/training materials
  9. 9. Example of re-usable Learning Design for Project preparation
  10. 10. Example of re-usable Learning Design for country visit
  11. 11. Conclusion • Learning Design can be particularly appropriate for online training for volunteering-style activities • Avoids the constraints of a typical LMS course page • Support easy re-use and adaptation of training materials – More suitable for contexts with many projects with small variations in training requirements