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
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:
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
Approach
Teacher's Guidelines