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Community Service in the Online Classroom

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E-Service Learning

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Community Service in the Online Classroom

  1. 1. Online Teaching and Learning Conference – San Juan College Alexa Wheeler from The University of New Mexico-Valencia
  2. 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) § Chair – Business & Industrial Technologies Division § Practicing artist with NM local 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
  3. 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. 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. 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. 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. 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. 8. § Beneficial to adult learners who often take online classes – engages life experiences and learning from hands-on tasks § So many classes gong online 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 21. § Community Impact Survey § End of Course Community Partner Survey § Feedback on portfolios
  22. 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. 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. 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. 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. 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. 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. 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. 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. 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=
  31. 31. Alexa Wheeler alexa08@unm.edu