Trends in Higher Education - Presentation for the Online Learning Consortium, Instructional Designer Certificate (in-progress)

1. Trends in Online Learning in Higher Education - 2020
Alexa Wheeler from The University of New Mexico-Valencia

2. ! MFA with highest distinction in Studio Art - Electronic Art
! BFA with highest honors in Studio Art – Printmaking,
minor Art History
! Tamarind Master Printer of Lithography
! Certification in Online Teaching from SLOAN Consortium
(now Online Learning Consortium)
! In Progress- Instructional Designer Certificate from OLC
! Coordinator – Humanities Division
! Practicing artist with exhibitions at the Albuquerque
Museum of Art, the Harwood Art Center, the Johnson
Gallery, and others (national)
! Has completed the APPQMR and IYOC workshops from QM
! bio
! alexa08@unm.edu
! Principal Lecturer III
Fine Arts

3. ! This presentation discusses incorporating Community
Service in the Online Classroom.
! By the end of this session I hope to help you:
! Identify online tools & websites to help facilitate e-service
learning projects
! Identify opportunities for e-service learning in your online
classrooms
! Implement criteria and outcomes for assessing e-service
learning projects in your online classes

4. ! Student-centered:Teachers have the ability to become more
mentors and guides rather than the “all-knowing” authority
figure
! Opportunities to create collaboration and community among
students – broader population of students
! Online delivery can cater to the non-traditional student who
works and/or has family
! Provides access to students where distance from the college can
cause transportation issues
! Reinforces faculty continuing education – provides
opportunities for faculty update, revise, rethink, and implement
new teaching techniques

5. ! Incorporate active learning
! Engage students in their local communities through experiential
learning opportunities
! Academically related work experience
! Prepare students for complex issues they will encounter in the
work place
! Is a bridge between learning in the classroom and on the job
! Engage students in activities that address human and
community needs – civic engagement
! Experiential learning that reflects complex issues of the
community and student’s future work places
! Students become part of the community solution shared with
peers in the online classroom
! Structured opportunities to promote learning and development
! Students form early partnerships in their local communities
! Provide rich, authentic, hands-on training and experiences for
students
! Real-world applied learning

6. !“…an electronic form of experiential
education and incorporates
electronically supported service
learning. It is delivered online and uses
the internet and state of the art
technologies that permit students, faculty
and community partners to collaborate at
a distance in an organized, focused,
experiential service learning activity,
which simultaneously promotes civic
responsibility and meets community
needs.”
! D.M. Malvey

7. !Traditional Service Learning TSL – face-
to-face classroom
!E-Service Learning (hybrid) ESL – online
instruction, on-site community service or
classroom instruction and online
community service
!Extreme E-Service Learning XE-SL –
100% online: instruction and community
service is exclusively online

8. ! Beneficial to adult learners who often take
online classes – engages life experiences and
learning from hands-on tasks
! So many classes going online due to Covid-19
and missions of universities/colleges often
include service learning component so service
learning naturally must go online as well
! Takes service learning global – can help the
rural student
! Opens up service learning to students with
disabilities and work/family schedule conflicts

9. ! Increase understanding of course concepts
! Gain hands-on experience
! Explore and/or cement values and beliefs
! Opportunities to act on values and beliefs
! Develop critical thinking and problem solving
skills
! Grow an understanding of diverse cultures and
communities
! Learn more about social issues and their root
! (Adapted from: University of Minnesota, Center for Community-Engaged Learning)

10. ! Encourage interactive teaching methods and
reciprocal learning between faculty and
students
! Add new insights and dimensions to class
discussions
! Lead to new avenues for research and
publication
! Promote students’ active learning
! Develop students’ civic leadership skills
! Attract highly motivated and engaged students
! Foster relationships between faculty and
community organizations, which can open other
opportunities for collaborative work
! (Adapted from: University of Minnesota, Center for Community-Engaged Learning)

11. ! Gain additional human resources needed to
achieve organizational goals
! Increase public awareness of key issues
! Educate students/youth about community issues
! Identify and access other college resources;
build causes
! Improve the ability to handle ambiguity and be
open to change
! Develop communication, collaboration, and
leadership skills
! Connect with professionals and community
members
! Build relationships with college faculty, students
& staff
! (Adapted from: University of Minnesota, Center for Community-Engaged Learning)

12. ! Willingness to collaborate
! Available for regular communication
! Responsive to mutual problem solving
! Open to meeting both student needs and agency goals
! Ability to interact with college students
! Provides necessary space/time for program needs
! Interest in learning objectives of class or program
! Flexibility in adjusting service projects to meet learning goals
! Demonstrates culture of respect for diversity
! Receptive to working with students of different backgrounds and
abilities
! (Adapted from: University of Houston, Center for Community Engagement)

13. ! Technology
! Training for the community partner, students, and instructor
! Bridge synchronous and asynchronous methods
! Trial runs prior to live sessions
! Assess community partner and student technical capacity
! Communication
! Clear expectations in Memorandums of Understanding/Agreement
(MOU/MOA)
! Community partner access to course shell
! Use of groups/team work
! Community partner “reveal
! Course Design
! Service related to learning objectives
! Reflection
! Student input
! Feedback
! Waldner, McGorry,Widener

14. ! Start small
! Focus on full semester courses to begin, if possible
! Provide adequate prep time for instructor
! Train the stakeholders – teachers, students, community
partners
! Tell the who, what, when, where and why of service learning
! Plan for the community partner contact
! Create a memorandum of agreement/understanding with
community partner
! Include a reflection component/assignment
! Process what they learned
! Apply that learning to future situations

15. ! Describe your project in one sentence:
! What need in your community or issue will your project
address?
! What are the goals of the project?
! How does the project line up with the course objectives?
! What are specific changes you want to make in your community
and among your students with this project? List objectives and
outcomes for the project.
! What skill sets or resources should your students already have
that will be helpful to the project?
! What will be the site of the service project? Is it student-initiated
or instructor-initiated?
! What resources will you need in order to successfully complete
the project?
! What reflection activities will you use to help your students
process their service experience?
! How will these reflection activities support your intended
outcomes for your course?
! How will the project measure success?
! What data will need to be collected in order to measure
success?

16. ! The project being proposed addresses a community need
(campus, local, regional, global)
! The project is associated with one or more course objectives
and is embedded in the syllabus
! The project demonstrates a clear connection between the
service activity and the course content
! The project involves reciprocity between course and community
that results in students’ increased learning & engagement
! Student reflection is a required course component and can be
evaluated using an rubric.
! Involves certain amount of hoursof community service (may
include planning time) and/or project completion
! Student grade based on achievement of course objectives, not
completed service hours

17. ! Course Timeframe – compressed online courses may be difficult
to incorporate e-service learning
! Set realistic goals for student projects
! Course Components - Tailor course components with the
community partner in mind: syllabus, readings, discussion
forums, lectures, course shell and the assignments
! Technology – just as in a regular online class, e-service learning
in on online classroom requires the use of a variety of
technologies
! Provide training for the students, community partner and yourself –
the teacher
! Evaluate all software and hardware needs before class starts
! Always have a backup plan
! Consider IT and/or Tech Support as a 4th partner in the course plan
! Conduct trial runs
! Avoid Student Disconnect
! Require teamwork, live sessions, reflection discussions/projects
! Choose a community partner who is willing to work with the available
technologies for online interaction
! Always archive synchronous events for later student viewing

18. ! Students will be able to connect and extend knowledge and
skills from their own academic study/field/discipline to the
service learning project. (University of Houston – Service Learning ToolKit)
! Project Completion
! Best practices
! Data
! Community Partner Satisfaction
! Relationship continues
! Student Satisfaction
! Positive course evaluations
! Interaction
! Between all stakeholders:Teacher, Student, Community partner
! Live class sessions, video conferencing, discussion forums, portfolios
! Skill-building
! Hands-on analysis, project, activities

19. ! Track student hours/project progress
! Have clear project objectives between student and community
partner
! Require “Reflection” assignment(s):
! Written Student Service Reflection – encourage interactive
assignments: discussion forums, video chats, journaling, portfolio
review by peers, instructor and community partner
! Written prompt examples:
! A.What did you learn in your course (and other courses, if applicable)
that relates to your service or community site? What did you learn during
your service or at your community site that relates to your course?
! B.What problem(s) did you help solve, enhancing our community? How
did you accomplish this?
! C. How has your experience affected your thinking about the community,
its problems, and the solutions to those problems?
! D.What personal, academic or career goals did you achieve? How has
your experience affected your thinking about personal, academic or
career goals? How will you serve the community in the future?

20. ! Media Student Service Reflection – have students photograph and/or
video their progress. Consider giving them the following questions in
preparation for their photo series, perhaps have a photograph for
each question, or cover all/some of the questions in their video.
! Photo Series prompt examples:
! What assumptions or expectations did you bring to this service project? How did
they affect what you did or didn’t think, feel, decide or do?
! How did this service project make you feel (positively and/or negatively)? How did
you handle your feelings (e.g., what did you do as a result of your feelings)? Should
you have felt differently? Why or why not?
! How did you interpret the thoughts, feelings, decisions, and/or behaviors of others
[e.g., How do you think others felt during the project? What assumptions and
expectations do you think others brought to the situation (including their
assumptions about you)]? What evidence do you have, if any, that your interpretations
were or were not accurate?
! In what ways did you experience difficulties (e.g., interacting with others,
accomplishing tasks), and what personal characteristics contributed to the
difficulties (e.g., skills, abilities, perspectives, attitudes, tendencies, knowledge)? In
what ways did you succeed or do well in the project (e.g. interacting with others,
accomplishing tasks, handling difficulties) and what personal characteristics helped
you to be successful (e.g., skills, abilities, perspectives, attitudes, tendencies,
knowledge)?
! How did this project challenge or reinforce your values, beliefs, convictions (e.g.,
your sense of right and wrong, your priorities, your judgments)?Your sense of
personal identity (e.g., how you think of yourself in terms of gender, sexual
orientation, socioeconomic status, age, education level, ethnicity, nationality,
mental/physical health)?
! (Prompts from Ash, Clayton, & Moses.Teaching and Learning through Critical Reflection.
Raleigh, NC.)

21. ! Community Impact Survey
! End of Course Community Partner Survey
! Feedback on portfolios

22. ! In the following examples, teachers and/or students identify a
non-profit or government agency as a community partner:
! Information Technology Courses
! networking, programming, software development projects
! Digital Media Arts Courses
! Brand design projects, web design projects, social media marketing
! Early Education Courses
! Primary and secondary local schools in need of volunteers, tutors,
innovative projects
! Business Administration Courses
! Develop marketing materials
! Computer-Aided Drafting
! Provide drafting for capital campaign projects

23. ! Course Timeframe – compressed online courses may be difficult
to incorporate e-service learning
! Set realistic goals for student projects
! Technology – just as in a regular online class, e-service learning
in on online classroom requires the use of a variety of
technologies
! Provide training for the students, community partner and yourself –
the teacher
! Evaluate all software and hardware needs before class starts
! Always have a backup plan
! Consider IT and/or Tech Support as a 4th partner in the course plan
! Conduct trial runs
! Student Disconnect
! Require teamwork, live sessions, reflection discussions/projects
! Choose a community partner who is willing to work with the available
technologies for online interaction
! Always archive synchronous events for later student viewing

24. ! Does your institution have a Center dedicated to
Community Service/Engagement?
! Does your institution have a Committee dedicated to
Community Service/Engagement?
! Do you have colleagues who are interested in
engaging in community service projects at your
college?
! Faculty can collaborate on creating community
service learning projects in both online and face-to-
face classes.
! This may be an opportunity to co-teach, take on cross-
disciplinary projects, collaborate with the Online
Teaching Committee, even create a committee
dedicated to Community Service Engagement
projects in any course delivery format.

25. ! Volunteer opportunities based on skills and causes
! Students can engage with non-profits locally or globally
! Skills for Change:
! http://skillsforchange.com
! UN Volunteers Online
! https://www.onlinevolunteering.org/en
! Volunteer Match
! https://www.volunteermatch.org
! Do Something!
! https://www.dosomething.org/us
! Idealist
! https://www.idealist.org/en/?type=VOLOP

26. ! Flipgrid
! FREE
! https://flipgrid.com
! Educators Guide to Flipgrid:
! https://drive.google.com/file/d/17e4zQLAPYWzqHNjFZVIO-
ubZINvOaPxZ/view
! VoiceThread
! $99/year – 1 instructor – 50 students
! https://voicethread.com
! Open Explorer
! FREE
! https://openexplorer.nationalgeographic.com/home
! “Digital Field Journal” - Document and receive feedback on
projects

27. ! Zanifesto
! FREE
! http://zanifesto.com
! Infographics
! Anchor
! FREE
! https://anchor.fm
! Create podcast – journaling, collaborate with anyone globally –
conversations with faculty, student, community partner
! eStory
! FREE
! https://estory.io/login
! Create timelines

28. • Do you currently teach using e-service learning opportunities or with
community service elements in your courses?
• What successes have you experienced?
• What barriers or hurdles have you come across?
collaborate
QUESTIONS?

29. ! Strait, Jean, and Tim Sauer.“Constructing Experiential Learning for Online
Courses:The Birth of E-Service .” Educause, 2004,
er.educause.edu/articles/2004/1/constructing-experiential-learning-for-
online-courses-the-birth-of-eservice.
! Community Engagement - Service Learning ToolKit, University of Houston -
Downtown: Center for Community Engagement & Service Learning, 2014,
www.uhd.edu/community-
engagement/Documents/Service%20Learning%20Toolkit%204.0.pdf.
! Waldner, Leora, et al. Extreme E-Service Learning (XE-SL): E-Service
Learning in the 100% Online Course. MERLOT Journal of Online Learning
and Teaching, 2010, jolt.merlot.org/vol6no4/waldner_1210.pdf.
! Malvey, D.M., Hamby, E.F., & Fotter, M.D., E-Service Learning:A Pedagogic
Innovation for Healthcare Management Education, Journal of Health
Administration Education, 2007,
https://www.ncbi.nlm.nih.gov/pubmed/16700443
! Carver, Rebecca, et al.“Toward a Model of Experiential E-
Learning.” Journal of Online Learning and Teaching, MERLOT, 2007,
jolt.merlot.org/vol3no3/hannum.pdf.

30. ! Waldner, Leora S., et al.“E-Service Learning:The Evolution of Service-
Learning to Engage a Growing Online Student Population.” Journal of
Higher Education Outreach and Engagement, University of Georgia, 2012,
files.eric.ed.gov/fulltext/EJ975813.pdf.
! Guthrie, Kathy L., and Holly McCraken.“Teaching and Learning Social
Justice through Online Service-Learning Courses.” International Review of
Research in Open and Distance Learning, 2010,
files.eric.ed.gov/fulltext/EJ913861.pdf.
! Guthrie, Kathy L., and Holly McCraken.“Making a Difference Online:
Facilitating Service-Learning through Distance-Education.” Internet and
Higher Education, Elsevier, 2010,
www.sciencedirect.com/science/article/abs/pii/S1096751610000242.
! Imperial, M.T., et al.“Incorporating Service Learning into Public Affairs
Programs: Lessons from the Literature.” CiteSeerX, Journal of Public Affairs
Education, 2007,
citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.555.1205.