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

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Information about Jennifer Maddrell: Designing Authentic Online Educational Experiences...

Published on February 27, 2014

Author: alexandrapickett



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

DESIGNING SERVICE-LEARNING Jennifer Maddrell Designers for Learning February 27, 2014

My Students’ Stories My Story Your Stories My Colleagues' Stories Our Agenda Your Service-Learning Design Plan

Design Plan Handout

Before my story, tell me yours.

I’ve never heard of service-learning.

I’ve participated in service-learning as a student.

I’ve incorporated service-learning in 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.

Be a good person. Have a good time. Learn a lot. 1. What wishes for (or from) you?

Online Class with Virtual Sessions

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

Online Students Clients Authentic Practice Opportunity

Finding a Client Interaction with Me Interaction with Peers Scoping a Project Interaction with Client Feedback and Guidance Geographic and Time Separation

Online Students So, I gave it a try … Clients

It was really challenging. It was rewarding to help and add value. I learned so much from the experience. My Students’ Feedback

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.

applied learning

experiential learning


Academic Coursework Community Service Work-based Applied Learning Service-Learning

Online Students Academic Coursework Community Service Work-based Applied Learning e-Service-Learning Nonprofits

Journals Programs Twitter Books Associations Conferences Wealth of Service-Learning Resources

Webcasts at

College Faculty Administrators Librarians Students Nonprofits Instructional Designers More on this later …

2. Title of your online class?

? ? ? 3. Desired Learning Outcomes?

4. Tasks to engage & apply.

Disposable Assignments Stop assignments that add no value to the world. Dr. David Wiley, Lumen Learning

Foster Communities of Innovation focused on producing innovative activity. Dr. Rick West, BYU

Engage online students in meaningful and relevant experiences. Robert Squires, Director UMOnline

Service-learning is not the same as volunteering. Dr. Kristina Lambright, SUNY Binghamton

Service Learning Two Combined Objectives

5. Potential Nonprofits?

Finding Nonprofits (easy)

Establishing the right nonprofit relationship is key. Dr. Rick Schwier, University of Saskatchewan

Near Student Near Campus 100% Virtual 6. Location of the Nonprofit Client

Location is more important for some courses than others. Dr. Molly Duggan, Lenoir-Rhyne University

Instructor Student Campus 7. Nonprofit Engagement Consortium of 1,100+ US Colleges

 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

Yes Dr. Trey Martindale, University of Memphis

 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

For student groups, define the roles and responsibilities! Dr. Brent Wilson, UC - Denver

How to move past this? Photo credit: T Hall

Project management! Beth Oyarzun, eLearning Office, UNC-Wilmington

Student’s Process Client Updates Instructor Updates 10. Project Management

What When 11. Student Reflection Where

Reflection helps to facilitate learning. Dr. Monica Tracey, Wayne State University

What       Student Perceptions Progress Summary Tally of Hours Scope Changes Concerns Surprises Reflection

 Weekly (minimum)  At Milestones  As Things Happen When Reflection

 Individual Journal  Semi-public Journal  Public Blog Where Reflection

Course Contract = Rubric Student’s Process Student’s Product Student’s Reflection 12. Assessment - What

Ensure alignment among course objectives, nature of project, tasks, and assessments. Maureen Barry, Librarian, Wright State

Peer Input Client Input 13. Assessment - How Student Input

? 14. Other?

1. I hope your wishes come true. A service-learning “”

Quill West, OER Director Tacoma Community College Ronda Neugebauer, Lumen Learning Two participants in latest chapter.

 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 Please follow along!

Thank you!

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