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=ETEC 550 and EDST497L and EDST499J and EDST 499D= This instructional design provides a framework for any discipline-based course (e.g.: education, engineering, management, psychology, sustainability, etc.) including a community-service learning component. Within community-service learning, there is an expectation that learners will critically reflect on their community experiences.

Purpose of the activities

 * Provide a prototype
 * Create mechanisms to develop critical reflection using example criteria
 * Application of experience from common community experience
 * Reflection from multiple perspectives
 * Reflection within socio-historical context: beliefs, values, professional ethics
 * Develop opportunities to respond to common community experiences through reflective responses
 * To invite comments from others about critical reflection: j.deb.carter@gmail.com

Approach

 * Develop a prototype that may be 'morphed' into a discipline-centred template and theoretical model
 * Design learner-centred assessment criteria that alters 'what's on the test?' to 'what have I learned?'
 * Formulate examples of assessment models throughout the wiki
 * Validate model through formal investigation with stakeholders and feedback from learner, teachers and facilitators

Teacher's Guidelines

 * After in-class discussion of community-service learning project, learners will be directed to this wiki to review three assignments.
 * Key issue in community-service learning: How does the learner describe what has happened/is happening to inform future practice?
 * Learning Goal: Distinguish surface learning from deep learning associated with critical and independent thinking.
 * This design is created in a constructivist paradigm
 * Learners and teachers will begin the course by defining techniques: discussions, observations, tasks, stories
 * Learners and teachers will create rubrics relevant to their discipline and community-service learning project
 * Criterion-referenced assessment with descriptors
 * Used as a self-assessment tool for learners to build confidence in their artifacts
 * The teacher will be responsible for course requirements and any specific changes to assignments
 * The facilitators from Learning Exchange will be responsible to support learners and teachers in their community-service learning project
 * Descriptors throughout the wiki are to aid learners' skills development, create targeted feedback, and fairness of process
 * The online community of inquiry will follow the Garrison, Anderson and Archer (2000) model providing teaching, social and cognitive presence throughout the educational experience - Click on the figure to see a larger representation: