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and EDST497L and EDST499J and EDST 499D
This instructional design will be forprovides a framework for any discipline-based course (e.g.: education, engineering, management, psychology, sustainability, etc.) including a community-service learning.learning component. Within community-service
Purpose of the activities
Provide a prototype

ETEC 550 and EDST497L
This instructional design will be for a course including community-service learning. Within community-service learning, there is an expectation that learners will critically reflect on their community experiences.
Purpose of the activities
a prototype for Assignment Four
Create mechanisms to develop critical reflection using example criteria
Application of experience from common community experience

o What are the professional attitudes or concepts that support the actions I will focus on?
Now what...
might begin myby exploring your
Creative and Critical Studies
Education

ETEC 550
a course with the Learning Exchange andincluding community-service learning.
Purpose of the activities
Provide a prototype for Assignment Four

Purpose of the activities
Provide a prototype for Assignment Four
mechanisms to monitordevelop 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.
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:
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What does this tell me about what I see as important when connecting with others?
What is the impact of such choices?
So what...
Blogging Example
Website Example

o How will I evaluate my actions in the future?
o What are the professional attitudes or concepts that support the actions I will focus on?
Now what...
You might begin my exploring your disciplines website:
Creative and Critical Studies
Education
Engineering
Health and Social Development
Irving K. Barber School of Arts and Sciences
Management

What does this tell me about what I see as important when connecting with others?
What is the impact of such choices?
Blogging Example
Website Example