Project: Redesign “Service Learning”
Custom Course Redesign
Service Learning
Immersing non-traditional educators in real-world problem-solving, community service, civic responsibility, self-reflection, and lifelong learning.
Challenge and Opportunity
Project
Redesign of Service Learning, core course for the undergraduate degree in Educational Studies, at the University of South Alabama.
Project Background
The University of South Alabama offers two courses in Service Learning. This course was a Service Learning course required for undergraduate students in the Educational Studies Program. The degree in Educational Studies, according to the course description, is meant to help prepare individuals to work in a variety of non-traditional, educational settings where teacher certification is not required.
The current course consisted of weekly time logs, weekly reflection journals, weekly discussion forums, a mid-term paper, and various face-to-face meetings throughout the semester.
The primary instructor expressed a desire for the course to be further developed, with the addition of more structured activities. The included:
multiple opportunities for self-reflection
demonstration of understanding of civic responsibility
opportunities for problem-solving
activities that help students connect their coursework with real-world projects
opportunities to express creativity through various forms of communication (video, written, images, audio, art)
activities that nurture students’ curiosity and promotes the desire for lifelong learning
It was especially important to the instructor that the students understood that service learning should benefit not only their learning, but should also benefit the communities and members of that community in which they will serve.
Analysis
Problem analysis
At the time of the project, enrollment for the Service Learning course was restricted to students in the Educational Studies track. However, the instructor believed that a robust course in service learning could benefit students from other departments as well - as an adjunct to students’ course content. She believed that if the course were further developed, with more structured service learning activities, this would allow students in multiple departments the chance to:
apply their classroom knowledge to real-life situations
examine and understand their personal identities
develop their sense of civic responsibility, and
encourage their need for lifelong learning as they contribute to the needs of their communities.
The instructor shared that the redesign of the course had been a personal goal for her; however, due to her other responsibilities, she had not had the time to commit to enhancing the course in the way that she desired for it to be.
The following table demonstrates the findings from this analysis:
Learner and Context Analysis
The learners will be undergraduate students in the Educational Studies program at the University of South Alabama. This program, as noted, is for non-traditional educators.
These students will come from a variety of different backgrounds and will have varying professional goals. There is the desire to make this course available to students from other disciplines and departments.
Therefore, there is potential to have a diverse population of learners in the future. These students will have basic computer skills, as well as basic communication skills.
The instructional context was to be a combination of online learning through USA’s learning management system (Sakai), on-campus courses, and a designated community service organization.
Online instruction is requested for this course because it allows learners to work from any location, offers flexibility and convenience, enables the ability to include multiple mediums to present content, and expands the reach of the course to include learners from distant locations.
Instructional Content
No required textbook was required for this course. The instructor was open to and encouraged the use of any pertinent resource that aligned with the goal of the course.
Instructional Goal Analysis
Following discussions with the primary instructor, review of the course description, and review of existing course details, the overarching goal for the course became to immerse non-traditional educators in real-world problem-solving, community service, civic responsibility, self-reflection, and lifelong learning. The outcome level for the instructional goal was designated to be higher-order rules or problem solving within Gagne’s Categories of Learning.
The final goal statement was determined to be as follows:
The learner will plan and conduct an action research study/project, related to their service learning experience, that demonstrates problem-identification, problem-solving strategy, planning, critical reflection, and connection between course theory and real-world practice.
Unique (Custom) Solution
Design & Development, & Implementation (approach)
Following analysis of the existing course, the desired course goal, the instructor’s personal goal for the course, and additional analyses, a new course was designed and developed.
Course Structure (framework)
The new course would be structured around the stages of Action Research. Action research is composed of four main stages: Plan, Act, Observe, and Reflect. Each stage contains multiple steps that help a learner progress.
For this course, learners would be taken through each phase to build the necessary knowledge base to be able to create their action research projects. It was felt that requiring students to create an action research project would be an ideal framework because action research is focused on solving specific problems that local practitioners face in their schools and communities.
Requiring an action research project would help link course theory to real-world practice, promote problem-solving, prompt self-reflection, encourage experimentation, require active participation in the community, and highlight the need for lifelong learning - all key outcomes of Service Learning.
Content Breakdown:
Action Research Project
1. Step 1: Plan an action research project
To achieve Step 1, the students will perform the following:
➤ Substep: Define AR
Explain the purpose of AR
State the 4 phases of AR
Explain each phase of AR
➤ Substep: State the problem or opportunity
Perform a problem analysis/needs assessment
Determine current performance/state
Determine desired performance/state
Determine the gap between current and desired states
Identify root causes for gap between states
➤ Substep: Formulate a specific and answerable research question related to their proposed solution
State a hypothesis/theory
Perform a review of literature on the problem
Define review of literature
Select articles from library databases
Locate library databases
Locate library site online
Entry skills - basic computer skills, USA online access, knowledge of where to login in libraries, knowledge of how to search databases
➤ Substep: State how they will carry out the intervention
Create a detailed plan of who does what, when, and how.
Determine intervention
Identify method to execute intervention
Identify driving and resisting forces for proposed intervention/change
Discuss how your intervention could affect the people and system involved
Plan how you will observe effects (data collecting instruments and strategies)
List various data collection techniques (surveys, questionnaires, focus groups, etc)
2. Step 2: Take action/execute the plan
To achieve Step 2, the students will perform the following:
Gain acceptance and approval of action research plan
Conduct intervention/experiment
3. Step 3: Observe the effects of the plan
To achieve Step 3, the students will perform the following:
➤ Substep: Determine and describe effects of the intervention
Collect data
Determine data collection methods
Interpret data and findings
4. Main Step 4: Reflect on their observations and the effects of their plan
To achieve Step 4, the students will perform the following:
➤ Substep: Draw conclusions from their findings
Determine what worked and what did not
Discuss strengths and weaknesses
Consider multiple perspectives
Determine if the intervention could be improved
State what needs to be changed
Revise theory/creating new theory if needed
➤ Substep: Create an action research journal
Describe the action research journey
Reflect on and explain what was learned (good and bad)
Relate the experience to their life and career goals
Task-Objective-Assessment Blueprint table
A Task-Objective-Assessment Blueprint table was created, demonstrating the link (alignment) between the content breakdown, objectives, and assessments.
The Task-Objective-Assesment Blueprint can seen via email request.
Instructional Strategies
Due to the wide diversity of student learners and community (service learning) settings in which students will learn, the instructional information is offered in a variety of mediums and will allow each learner to incorporate their own relevant coursework with assigned activities. Mediums will include combinations of written, audio, graphic, and video content. In addition, the course will allow students the option for various forms of expression for their work. This strategy aligns with principles of universal design for learning.
Due to the unique nature of each student’s community activities, project types, and variable schedules, course activities will require flexible timelines and individualized support. In addition, because the learning outcome level was chosen at the higher order level, the instructional strategies and sequences will provide detailed instructions for how to complete each lower-order task, while building up to the higher-order tasks.
Because some or all of the content will be delivered online, it is critical that the students have the basic entry skills, such as basic computer skills. Links to technical support, library assistance, and other technological assistance are included.
Because of the potential for students to work with sensitive information, animals, or people, they will be required to acknowledge understanding of privacy laws and their ethical responsibilities. A statement of acknowledgement will be included.
Students in the course will need a great amount of support as they work through the phases of action research and as they begin to encounter their community environment. Because of this, instructor(s) for the course will need to be available, in a timely manner, to students as they work through this process. Forum discussions and the opportunity to connect and discuss with their classmates are also included.
A complete instructional strategies table was created to demonstrate the strategies used throughout the course.
The Instructional Strategies Table can be seen via email request.
Evaluation Planning & Strategies
Program effectiveness, appeal, and efficiency were determined to be the three key metrics for evaluating the course. These metrics would provide useful data on the current students, while also serving as metrics that could be used to garner interest from students and programs from other disciplines. The instructor expressed that effectiveness and appeal would be evidenced by students’ staying interested, motivated, and on-task. Efficiency would be evidenced by activities that were designed in a way that allowed students to complete them on a somewhat independent basis. Because students would be completing work both independently and in collaboration with others, it was important that students be able to quickly and efficiently find the appropriate resources, directions, and guidance.
Below is a breakdown of the three key evaluation metrics (criteria):
Effectiveness: For overall effectiveness, the evaluation will need to determine:
Do the learners achieve the goal of creating an action research project that demonstrates problem-identification, problem-solving strategy, planning, critical reflection, and connection between course theory and real-world practice?
Appeal: For overall appeal, the evaluation will need to determine:
Does the content in the online instruction appeal to the interests of these particular participants (or a broad, diverse group of potential participants) while also fulfilling the need for critical thinking, problem-solving and reflection?
Efficiency: For overall efficiency, the evaluation will need to determine:
Is the online instruction offered in a complete, easy to navigate fashion with necessary guidance included?
The following table shows a plan for evaluation of the three metrics/criteria for the course.
Evaluation Orientation
The evaluation will use a combination of program-oriented and participant-oriented approaches.
From the program-oriented perspective, the learners meeting the goals and outcomes of the course is highly valued by the instructor, the university, and also the students who desire the type of learning specified in the description. The instruction being able to achieve the project goals could also set the stage for students from other disciplines and programs to participate in the course as well, therefore, increasing enrollment numbers.
Strategies for evaluation from a program-oriented perspective include:
Use of a formal design document to demonstrate the outline of the course, indicating course structure, activities, and proposed benefits of new offerings
Instructor’s (and leadership’s) review of the design plan: main steps, substeps, sequencing, course design strategy (alignment of objectives, assessments, learning activities and strategies, use of motivational strategies, and attention to user experience (navigation, visual design, and other interface decisions)
Discussions about the program with instructors from other departments to discuss appropriateness of program for their learners
Review of any quality standards that might exist for comparison and achievement
Reviewing the existing programs’ reviews for relevant insights
From the participant-oriented perspective, learners in this course are very concerned with meeting their needs for their specific career paths. Because this course is supposed to help a variety of students connect their coursework with practical world experience, being able to evaluate how well the course content was able to accomplish this task is a high priority.
Strategies for evaluation from a participant-oriented perspective include:
Asking learners what they would like to get from a service learning course
Reviewing learner characteristics and alignment of activities with the learner’s unique needs
Additional evaluation information:
Additional, detailed evaluation information (formative and summative) is available upon request (sample questions, data collection methods and tools, tables, evaluator information, etc).
Strategies Behind the Design of the Course
Objectives and Assessments
Objectives
The objectives for the course were categorized using Gagne’s Categories of Learning.
The objectives were intentionally ordered and clustered in a way that was felt most appropriate for the learner. This is outlined in the task-objective-assessment blueprint. It felt necessary to begin the course with an overview/introduction about action research. Also, because the learners would be recording all stages of their action research project in an action research journal, introductory action research objectives were moved to a more appropriate location than previously outlined.
The final objective clusters were as follows:
What is action research? (Overview/Objectives 1.1 - 1.1.3; 4.2 - 4.2.2)
Plan (Objectives 1.2 - 1.2.5; 1.3 - 1.4.1e; 2.1)
Act (Objectives 2.0, 2.2)
Observe (Objectives 3.0 - 3.1.3)
Reflect (Objectives 4.0-4.1.1; 4.2.1 - 4.2.2)
Assessments
The majority of assessment items for this course were chosen to gauge the learner’s progress towards the final instructional goal. This would allow feedback for both the learner and the instructor. Group discussions help facilitate this process. A final assessment, or summative assessment, will be a final presentation of the learner’s action research journal. Individual assessment security is not felt to be a major issue for this course because each student will have a unique community setting that requires original analysis and reflections. Also, the students will be required to protect the identities and personal information of anyone or any set of information they encounter.
The assessment items for the course includes six individual assignments, six action research journal entries, one mid-term assignment, and one final assignment using all journal entries compiled into one document. These assignments and journal entries were created to help the student articulate their progress through the course and action research. They are also meant to help students engage with their peers and reflect on their own learning. In addition, this approach allows students to gradually work through each phase of action research, while gaining necessary feedback along the way. Students will be graded according to predetermined criteria.
Motivational Strategies
To address the motivational aspects of learning for this project and its participants, Wlodkowski and Ginsberg’s Motivational Framework was used.
To establish inclusion:
A learning community will be created by having students introduce themselves in the beginning, as well as participate in threaded forum discussions throughout the semester. Students will provide each other feedback and support. The instructor will provide needed support and connection in forums as well.
To develop positive learner attitudes:
Learners will be connecting with their community service location by identifying a problem they would like to be a part of solving. They will use the steps of action research to develop a plan for addressing this problem. They will also be creating an action research journal, where they will reflect on their experience along the way - while also connecting their service experience to their individual course content and personal goals.
To enhance learner meaning:
Learners will be challenged to perform an analysis that they have most likely never done before. They will be asked to do a basic problem analysis, which will challenge them to look not only for problems they perceive but for root causes to address. This should provide a necessary challenge and the chance to enhance their understanding of the content. They will also be gradually and strategically taken through the steps of action research to help them learn how to systematically address a problem. Along the way, they will be sharing their plans through forum discussions and submitted assignments.
They will be receiving feedback through forum discussions, as well as feedback from assignments. This should address promoting their understanding of the material.
To promote learner competence:
The instruction will introduce learners to the overall concept of service learning and action research. Each unit and lesson will gradually introduce new concepts and allow students a chance to practice what they are learning. They will use new concepts, the concepts of action research, to slowly develop a research plan for their area of service learning.
Each unit will also begin with a stated objective and a bulleted checklist of what will be expected of them for each unit. This should help students prepare a strategy for their course load that week.
Each unit will provide necessary help to ensure students feel supported and like they can achieve success with the assignments.
Learner Control, Navigation, and Feedback Strategies
Learner Control
Learners will be able to control their learning by reviewing the bulleted checklists of items to be completed that week and determining their strategy for completion.
Learners will have links to any necessary or additional support items (such as videos, additional texts, images, etc)
Navigation
Each unit/lesson will have a predictable outline and sequence. Each lesson will begin with a stated objective and a bulleted checklist of items to be completed that week.
Each lesson will include a brief summary of previous units (advance organizer) and a small statement about the new unit.
Care will be taken to avoid too many items per page, as to not confuse the learner about their learning path.
Feedback
Feedback will be incorporated into each unit by way of forum discussions and by graded assignments.
Additional feedback support can be offered by email, office meetings, or video conferencing as arranged.
Media Plan (strategies)
Content will be delivered through text and graphics and/or photos
Links to additional media such as articles, short video clips, or animations will be included as needed.
Short video clips will be incorporated for various clusters to help motivate learners, as well as provide help with understanding certain content.
An introduction video can be placed in the introduction/overview section (optional).
A final thoughts video can be placed in the last unit (optional).
Learners will submit their own media for assignments.
Website (Course) Development Strategies
Message and Visual Design Guidelines
Good principles for both message and visual design were considered during the development of this project. Below, the table outlines how each principle was incorporated.
Interface
The interface for this project used a predetermined layout, based on USA’s LMS at the time of the project (Sakai). The menu bar items were located on the left-hand side. To help avoid confusion for the learners, only those items/tools deemed necessary were included as options. Included options are Overview, Syllabus, Announcements, Calendar, Lessons, Assignments, Forums, Test & Quizzes, Gradebook, Resources, and Email.
The icons used to represent each menu bar item should be easy for students to understand and follow (example: a book icon for lessons). These visual icons are predetermined by the LMS, however, the names of some items can be changed. The name “lessons” was felt to be familiar to most students and therefore was not changed.
Under the Lessons tab, each lesson is identified by a simple button that states the number of that lesson, as well as the name. This decision was made to make it easy for students to navigate their lessons.
Each lesson page is organized in a familiar, predictable pattern. Again, this decision was made to help make it easy for learners to navigate through the lesson.
Larger, consistent color headings were used to help draw students attention to separate sections in each lesson. Headings Font: Arial, 18pt, Italicized. Headings Color: Maroon. Text Font: Times New Roman, 14pt. Color: Black.
The layout for each lesson is consistent. Each lesson begins with a checklist at the top, a text lecture that follows, and ends with links to videos and/or assignments.
Site Plan
The initial page of the site is a brief “Welcome” page which instructs the learner where to go for their first lesson. An easy to read, larger and darker font is used to gain attention. This page was kept simple, as to avoid distracting or confusing the learner.
In the lessons tab, there are 8 buttons that represent each of the course lessons.
The lessons are as follows:
Introduction: Getting Started
Lesson 1: Action Research
Lesson 2: Needs Analysis
Lesson 3: Solutions
Mid-Term: Research Your Community
Lesson 4: Preparing for Action: Change, Motivation, and Roles
Lesson 5: Observation and Reflection
Final Lesson: Outcomes, Experiences, and Final Reflections
Inside of each lesson, there is a blue box at the top which provides a checklist of what items are to be completed that week. This is followed by a text-based lecture and videos or graphics. Lessons that include assignments have links to those assignments provided at the bottom of that lesson. The students may also find assignments by going directly to the “Assignments” tab in the left menu bar.
Prototype can be viewed in “Serv Learning Proj Site” in Sakai.
Technical Considerations
Learners will access the course via their home computers or university computer labs. Internet connection is required and students’ internet service provider speed will affect the rate at which they can download documents, graphics, or videos. There are text-based lectures, a few graphics, and a few videos that will need to be viewed. Students have the option to read lectures on the web page or to download the file for viewing. For videos, the students may watch in the LMS web page or copy the link into a new window or tab.
Technical assistance is available through technical support at the university.
Videos provided were found on Youtube. Proper credit is given for each source and used only as supplemental materials to aid in comprehension of a topic or to add meaning to a topic.
Maintenance of the LMS is provided by the university. Maintenance of the course content will be provided by the course instructor or someone designated by the instructor to complete this task.
Changes and Updates Made during the Development Phase
Some changes were made from the original TOAB and strategy worksheet in regards to assignments, journal entries, and forum discussions. A few deviations were also made from the initial plans for graphics, videos, etc.
During the development process, the number of assignments and the order of assignments were changed to make the instruction flow better for the learners. These changes are reflected in the Web Pages that have been developed.
Evaluations (strategies and results)
Formative Evaluations
There were two formative evaluation activities for this project: one with the primary instructor and one with an outside reviewer.
Items evaluated by primary instructor:
Objectives
Assessment items
Main steps/clusters
Sequencing
Individual lessons
Instructional strategies
Motivational strategies
The interface
Visual Design
Navigation
Overall Effectiveness, Appeal, and Efficiency
Items evaluated by outside reviewer:
Objectives
Assessment items
Main steps/clusters/sequencing
Individual lessons
Instructional strategies
Motivational strategies
Interface
Visual Design
Navigation
Detailed results of the formative evaluations can be seen via email request.
Summative Evaluations (Planning)
Timing of summative evaluations
The recommended timing of summative evaluation for this course would be after initial implementation, at the end of the semester. At that time, the main evaluators would determine how often the evaluation needs to be repeated, what revisions need to be made based on feedback, and if the course should continue.
No changes to the initial summative evaluation plan were made.
The instructor will be responsible for evaluating the course’s overall effectiveness and ability to meet the proposed goal and objectives.
She will also be responsible for obtaining feedback and making appropriate revisions as needed.
Course evaluations performed by the university would also serve as feedback on overall course effectiveness, appeal, and efficiency.
If the course was offered to students outside of the Educational Studies program, they and their instructors would also be part of the summative evaluation process and results.
As outlined in the previous preliminary plan for summative evaluation, the course needs to be evaluated from both the program and participant perspectives.
The three criteria (effectiveness, appeal, efficiency) outlined in order of determined priority, should be addressed in the summative evaluation stage.
Below are the recommended questions to be addressed during a summative evaluation for this course - should it ever be implemented. (same as previous plan)
Criteria for summative evaluations
Effectiveness:
Program Perspective: Were the learners able to achieve the goal of creating an action research project that demonstrates problem-identification, problem-solving strategy, planning, critical reflection, and connection between course theory and real-world practice?
Participant Perspective: Did the course meet the needs of the learners, connecting their coursework with practical world experience, while also developing their ability to identify problems, devise problem-solving strategies, plan interventions, observe outcomes, and reflect critically on their experience?
Criteria: Appeal:
Program Perspective: Did the content in the online instruction appeal to the interests of these particular participants (or a broad, diverse group of potential participants) while also fulfilling the need for critical thinking, problem-solving and reflection?
Participant Perspective: Were the participants able to stay on task and enjoy engaging with course content? Was the course content applicable to their personal career goals? Did the course inspire them?
Criteria: Efficiency:
Program Perspective: Was the program designed in a manner that allowed students to complete activities with minimal assistance?
Participant Perspective: Was the online instruction complete, easy to navigate, and include enough guidance to complete activities?
