Designing Authentic Educational Experiences Through Virtual Service Learning

Maddrell, Jennifer

doi:10.1007/978-3-319-16504-2_15

Cited by 6 publications

(3 citation statements)

References 33 publications

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“…This method provided students with opportunities to be intimately engaged with the goals and circumstances of organizations and consider their role in cultivating a more just and equity-centered future. VCBL is used across disciplines and is generally beneficial to both students and partners, especially those with limited resources (Maddrell 2015). Beyond the benefits to participants (Soria and Weiner 2013), studies also suggest that VCBL is a means to create general social good, inspire students to participate in civic engagement, and create service-oriented professionals (Branker et al 2010;Garcia-Gutierrez, Ruiz-Corbella, and del Pozo Armentia 2017;Purcell 2017).…”

Section: Community-based Learning and Research In The Sociology Class...mentioning

confidence: 99%

Abolition as Praxis and Virtual Community-Based Learning

Beardall

2022

Teach Sociol

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The distressing events of 2020 challenged the United States to reimagine how our social institutions can and should respond to demands for racial justice. These demands impacted higher education and debates arose about whether the classroom is an appropriate place for teaching abolition. I address this debate by introducing a senior-level elective course, Policing in the American City, to explore how abolitionist pedagogy can guide our teaching, learning, and doing sociology alongside our students. I begin with a brief grounding in abolition and then introduce virtual community-based learning (VCBL) as an ideal medium to facilitate abolitionist pedagogy in the classroom. Next, I provide preliminary insights into the use of VCBL to illustrate how it helped students develop critical skills, mobilize their learning, and benefit community partners. Throughout, I call on instructors to consider how online education, service learning, and public sociology can align with abolitionist practices to create communities of care in our classrooms and empower students to engage abolition as praxis beyond their college years.

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Section: Community-based Learning and Research In The Sociology Class...mentioning

confidence: 99%

Abolition as Praxis and Virtual Community-Based Learning

Beardall

2022

Teach Sociol

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“…In addition to case-based instruction, instructional design educators should look for facilitate learning experiences that encourage students to design within authentic learning environments. These types of experiences provide students with opportunities to apply their knowledge of instructional design to authentic projects, in real-time (Correia et al, 2010;Maddrell, 2015;Stefaniak, 2015;Tracey et al, 2008). Designing for authentic learning experiences puts the ID in the position of designing solutions to address contextual and environmental factors that may not be covered in detail while learning the fundamentals of instructional design.…”

Section: Situated Design Outside Of the Classroommentioning

confidence: 99%

Untitled

2020

JAID

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The purpose of this research is to explore the competencies of project managers in the field of educational technology in the higher education context. A conceptual framework is presented based on the current definition of the field of educational technology; knowledge, skill, and ability (KSA) statements; and the sixth edition of the Project Management Body of Knowledge (PMBOK). Using this conceptual framework, an interview protocol with 11 open-ended questions was developed by the research team to gather relevant information from experienced educational technology project managers. We then interviewed N=13 educational technology project managers from institutions of higher education across the United States and analyzed these data using the Constant Comparative Method. Three dominant themes emerged during data analysis: "knowledge," "skills," and "abilities." These themes are described in detail along with the properties and categories from our data, and a discussion of our findings is provided. Recommendations are made for both researchers and professionals.

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“…In short, CT pedagogy favors learning by doing in authentic scenarios. Essential skills, attitudes and knowledge are appropriated by learners in situations that recreate the conditions where specific skills, attitudes and knowledge become useful, meaningful and applicable (Maddrell, 2015).…”

Section: Xpe D Ago G I Cal I Mpl E Me N Tati O Nmentioning

confidence: 99%

Interactive Narrative Design beyond the Secret Art Status: A Method to Verify Design Conventions for Interactive Narrative

Koenitz

Roth

Dubbelman

et al. 2018

MATLIT

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In recent years, game narrative has emerged as an area for novel game concepts and as a strategy to distinguish a particular title. However, innovation in this area comes primarily from indie companies and individual efforts by noted designers. There is a lack of trained specialists ready to produce interactive narrative experiences. Many existing practitioners are self-trained and often rely on intuition in their design practice. A key element missing from the effort towards a more sustained development and improved professional training is a set of design conventions that fulfill a role comparable to cinematic conventions like continuity editing or montage. Therefore, our research focuses on identifying, verifying and collecting such design strategies. We describe an empirical method to verify candidate design conventions through the evaluation of user reaction to A/B prototypes, which improves upon the trial-and-error process of old.

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Designing Authentic Educational Experiences Through Virtual Service Learning

Cited by 6 publications

References 33 publications

Abolition as Praxis and Virtual Community-Based Learning

Abolition as Praxis and Virtual Community-Based Learning

Untitled

Interactive Narrative Design beyond the Secret Art Status: A Method to Verify Design Conventions for Interactive Narrative

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