Thomas P. Mackey, Ph.D.Interim Dean

Center for Distance Learning

To Individualize Make it Personalized: Creating Project Based Service eLearners

Mara M. Kaufmann, N.D., APRNAssociate Professor and Mentor

Center for Distance Learning

26th Distance Teaching & Learning ConferenceThursday August 5thSession 14, 11:15 a.m.

EMPIRE STATE COLLEGE NAMED TO PRESIDENT’S COMMUNITY SERVICE HONOR ROLL WITH DISTINCTION

Student Volunteers Make Contributions to Communities as They Learn!

The college, as the premier institution for adult learning within SUNY and across the nation:

• supports learners as active partners in their education;

• transcends the boundaries of time, place and ways of learning;

• integrates and engages learners with their past, present and future creative and intellectual lives;

• creates and supports cooperative initiatives among all segments of the population to foster respect, civility and a welcoming environment; and

• supports the social, cultural and economic development andsustainability of both its learners and their communities.

Vision 2015

http://www.esc.edu/presidentsoffice

The Adult Service eLearnerAccording to Malcolm Knowles:

The five assumptions underlying andragogy describe the adult learner as someone who 1. has an independent self-concept and who can direct his or her

own learning,

2. has accumulated a reservoir of life experiences that is a rich resource for learning,

3. has learning needs closely related to changing social roles,

4. is problem-centered and interested in immediate application of knowledge, and

5. is motivated to learn by internal rather than external factors.

(Merriam, S.B., 2001, p.5)

Merriam, S.B. (2001) Andragogy and Self-Directed Learning, New Directions for Adult and Continuing Education. No.89 Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc. Retrieved April 24, 2010 from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.3925&rep=rep1&type=pdf

The Adult Service eLearner

Dad an Army Reserve

officer and RN, applies

his nursing leadership

and management course

knowledge and skills to

his coaching and

managing of son’s team

in the league.

The Adult Service eLearner

“Students say they are motivated by solving real-world problems. They often express a preference for doing rather than listening.

At the same time most educators consider learning-by- doing the most effective way to learn.” (Lombardi, 2007, p.2)

The Adult Service eLearner

Elizabeth Cady Stanton, spokesperson for the rights of women, was born in Johnstown, NY on November 12, 1815.

“The strongest reason for giving woman all the opportunities for higher education, for the full development of her faculties

…emancipation from all forms of bondage, of custom, dependence, superstition; from all the crippling influences of fear, is the

…solitude and personal responsibility of her own individual life…

"Solitude of Self," Address Delivered by Mrs. Stanton before the Committee of the Judiciary of the United States Congress, Monday, January 18, 1892. Votes for Women, 1848-1921

An ESC student and Johnstown, NY resident, applied her knowledge from her history and public history courses to her work as a volunteer for the preservation of the Stanton family home and museum in her community.

Other course work supports her leadership in conducting community educational events and fund raising for the historical preservation volunteer organizations she belongs to.

The Adult Service eLearner

“In the student-centric paradigm, students increasingly become independent, self directed learners who master higher-level critical thinking, problem solving, and collaborative skills.

Students learn at their own pace, repeating material to reinforce learning, or delving into additional material to enrich it.”

(Intel, 2009, p.3, Figure 2.)

Web 2.0 and Social Media A baccalaureate nursing student having been

a nurse volunteer in Cameroon, Africa (2006)

continues her affiliation with the CRAT

program in Yaounde through email.

While doing an online degree program (2009)

She researches a community outreach program

in India and sends information and links to the

CRAT director who implements them ASAP.

Winter 2009-2010, she returns to Cameroon

with her 22 year old, college student, son.

They both share their knowledge and skills

with the people and communities they visit.

Continuing to network NY & Africa she

creates a PPT presents to 2 Rotary clubs and

links them to Yaounde’s Rotary, linked local

4H group and working on a blog/newsletter.

Center for Rehabilitation and the Abolition of Trauma (CRAT)Yaounde, Cameroon, Africa

Student provided community education

on mental health, domestic violence,

prison and community health promotion.

Her son provided information on nutrition and guidance on terrace

farming.

Web 2.0 and Social Media“One of the most salient features of online learning is that it

allows learning to be place and time independent”

(Vrasidas and Mclsaac, 2000 from Merriam, S.B., 2001,)

“Best practice builds diverse communities of inquiry across disciplinary and geographical boundaries.”

(Donnelli-Sallee, E., & Dailey-Hebert, A., 2008, p.125)

Learners as

Producers

Online Collaboration

“Best practice involves faculty, students and community partners in the design of service-eLearning.”

(Donnelli-Sallee, E. & Dailey-Hebert, A., 2008, p.123)

Mackey, Thomas P. and Jean McLaughlin, “Developing Blog and Wiki Communities to Link Student Research, Community Service, and Collaborative Discourse” In Mackey, Thomas P. and Trudi E. Jacobson (Eds.) Using Technology to Teach Information Literacy (2008). New York: Neal-Schuman Publishers. 13

Students in the Community

Final Presentations with Service Learning Mentors

Integrating Web 2.0 in Fully Online Courses

ExploreTechnology

CreateProject

Write Reflect

InstructorAssessment

IntroduceWeb 2.0 Tool

16

Module ContextReadings

Virtual Field TripsDiscussionFeedback

17

Google Wave for Independent Study on Digital Media

18

Google Wave for Independent Study on Digital Media

Reflection and Assessment

“service-eLearning courses must be anchored by integrated outcomes and must include assessment measures that gauge discipline based and transferable skills and competencies.

Multiple avenues for individual and communal reflection allow participants to construct new knowledge”

(Donnelli-Sallee, E., & Dailey-Hebert, A., 2008, p.126).

Reflection and Assessment

Reflective Learning:

Student understands the concept and purpose.

Directions are clear and time given for reflection is sufficient.

Allow for private and shared journaling using discussion boards, drop boxes, blogs, Google Wave, Google Docs etc.

Create media presentation for uploading to students’ ePortfolio or “personal learning environment”.

Anita Brown“Stop Hunger-Feed Hope”

Reflection and Assessment

Indirect Service eLearning:

Found in students’ journaling

Project based activities involving e-learners’ real world

Applies academic knowledge and scholarship to their work environment

Reflected learning outcomes provided in student’s narrative of their weekly learning journals

Acknowledge service learning

Completing studies on transformational

leadership and management, an ESC

Student applies her learning as nurse

manager.

There is an immediate positive

change in employee satisfaction and the

quality of care to patients increases.

Visit our Service Learning/eLearning blog:

http://commons.esc.edu/servicelearning/

22

Contact Information:

Mara M. Kaufmann, N.D. APRNAssociate Professor and Mentor

Center for Distance LearningMara.Kaufmann@esc.edu

Thomas P. Mackey, Ph.D.Interim Dean

Center for Distance LearningTom.Mackey@esc.edu

To Individualize Make it Personalized: Creating Project Based Service eLearners

ReferencesDailey-Hebert, A., Donnelli-Sallee, E. & DiPadova-Stocks, (2008) Service-eLearning:

Educating for citizenship. Information Age Publishing Inc. Charlotte, NC.

Lombardi, M. M. (2007) Authentic Learning for the 21st Century: An Overview. Educause Learning Intitiative. Retrieved October 20, 2009 from: http://net.educause.edu/ir/library/pdf/ELI3009.pdf .

Mackey, T.P. and J. McLaughlin (2008). Developing Blog and Wiki Communities to Link Student Research, Community Service, and Collaborative Discourse. In T.P. Mackey and T. Jacobson (editors) Using Technology to Teach Information Literacy New York: Neal-Schuman Publishers, pp. 5-28.

Merriam, S.B. (2001) Andragogy and Self-Directed Learning, New Directions for Adult and Continuing Education. No.89 Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc. Retrieved April 24, 2010 from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.3925&rep=rep1&type=pdf

The Positive Impact of eLearning (2009) Intel Corporation White Paper. Retrieved October 20, 2009 from: http://www.k12blueprint.com/k12/blueprint/cd/Positive_Impact_White_Paper.pdf .

Schroeder, R, B. Mulligan, and S. Conlan (2010) “Waving the Google Flag for Inter-institutional Class Collaborations”. eMentor. No. 1. Retrieved May 3, 2010 from: http://www.e-mentor.edu.pl/33,723,Waving_the_Google_Flag_forInter-institutional_Class_Collaborations.html