Applied Learning in
Higher Education
November 11, 2015
Considerations for Online Experiential Learning
• Course Design
• Technology
• Technology selection
• Training for all parties
• Test technology
• Participation of students and community
partners/clients
• Communication plan
Waldner, L. S., McGorry, S. Y., & Widener, M. C. (2012). E-service-learning: The evolution of servicelearning to engage a growing online student population. Journal of Higher Education Outreach and
Engagement, 16(2), 123-150.
Course Design
• Design a “solid” course
• Clear communication plan(s)
• Rubrics
• Course goals/objectives
• Use course design rubric- peer review
Waldner, L. S., McGorry, S. Y., & Widener, M. C. (2012). E-service-learning: The evolution of servicelearning to engage a growing online student population. Journal of Higher Education Outreach and
Engagement, 16(2), 123-150.
Technology
• Consult with Instructional designers/technologists
• Seek training
• Test technology – both instructor and client/student
Waldner, L. S., McGorry, S. Y., & Widener, M. C. (2012). E-service-learning: The evolution of servicelearning to engage a growing online student population. Journal of Higher Education Outreach and
Engagement, 16(2), 123-150.
Community Partner Communication
• Expectations sent to all parties prior to course
implementation (for e-service learning)
• Enroll community partner in your course
Waldner, L. S., McGorry, S. Y., & Widener, M. C. (2012). E-service-learning: The evolution of servicelearning to engage a growing online student population. Journal of Higher Education Outreach and
Engagement, 16(2), 123-150.
Service Learning Benefit Scale (SELEB)
• Measures student perceptions of experiential learning
activities
• Importance-Performance Analysis (pre-post)
• Practical skills
• Interpersonal skills
• Citizenship
• Personal responsibility
Toncar, M. F., Reid, J. S., Burns, D. J., Anderson, C. E., & Nguyen, H. P. (2006). Uniform assessment of the
benefits of service learning: The development, evaluation, and implementation of the SELEB scale.
Journal of Marketing Theory & Practice, 14(3), 223-238. doi:10.2753/MTP1069-6679140304
Practical Skills
Interpersonal Skills
Citizenship
Personal
Responsibility
Applying Knowledge
to the “Real World”
Person growth
Understanding
cultural and racial
differences
Caring relationships
Problem Analysis and Ability to work well
Critical Thinking
with others
Social responsibility
and citizenship skills
Being trusted by
others
Social Self-Confidence Leadership Skills
Community
involvement
Empathy and
sensitivity to the
plight of others
Conflict Resolution
Ability to make a
difference in the
community
Workplace skills
Skills in Learning from
Experience
Organizational Skills
Communication skills
Importance-Performance Analysis (IPA)
• Typically seeks to measure customer satisfaction and
quality of service.
• Guide changes needed in service industries
• Analyze the outcomes of the design of the
experiential learning activity
IPA Matrix
6.8
6.6
A
Applying knowledge to real
world
6.4
6.2
Importance
B
6
J
G
K
I
C, D
H
5.8
E
F
5.6
5.4
5.2
5
2
2.5
3
3.5
4
Performance
4.5
5
5.5
6
Undergraduate Example
Education Courses: Simulated Role of Teacher
Scaffolded Assignment Simulation
• Classroom Design
• Classroom Management
• Lesson Plan
• Unit Plan
Graduate Example
Simulation/Job Aid
Simulation and Job Aid Modeling Examples
Simulation Examples
•
DNA Molecular Design
•
•
•
Poverty simulation with an outcome
directed by participant’s answers
Origami
•
•
•
Create Lily out of paper
Camtasia
•
Free-standing tri-colored options of
grid paper
PlaySpent
•
•
Pairing of nucleotides
Interactive Grid Paper
•
Job Aid Examples
Recording video using
software
Umoja
•
Company’s process for bank
reconciliations
Graduate Example
Simulating Role of Coach/Consultant
TNA: Coach/Consultant Role
• Develop training needs assessment
• Administer developed assessment to at least 5 individuals
• Collect and Synthesize data
• Identify most significant needs
• Outline training agenda