Presentation on paper given at 26th Annual Distance Teaching and Learning Conference at University of Wisconsin. August 4-6, 2010.

1. To Individualize Make it Personalized: Creating Project Based Service eLearners Thomas P. Mackey, Ph.D. Interim Dean Center for Distance Learning Mara M. Kaufmann, N.D., APRN Associate Professor and Mentor Center for Distance Learning 26th Distance Teaching & Learning Conference Thursday August 5th Session 14, 11:15 a.m.

2. EMPIRE STATE COLLEGE NAMED TO PRESIDENT’S COMMUNITY SERVICE HONOR ROLL WITH DISTINCTION Student Volunteers Make Contributions to Communities as They Learn!

3. Vision 2015 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 and sustainability of both its learners and their communities. http://www.esc.edu/presidentsoffice

4. The Adult Service eLearner According to Malcolm Knowles: The five assumptions underlying andragogy describe the adult learner as someone who has an independent self-concept and who can direct his or her own learning, has accumulated a reservoir of life experiences that is a rich resource for learning, has learning needs closely related to changing social roles, is problem-centered and interested in immediate application of knowledge, and 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

5. 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.

6. 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)

7. The Adult Service eLearner 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. 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

8. 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.)

9. 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.

10. 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)

11. Learners as Producers

12. 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)

13. 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

14. Students in the Community

15. Final Presentations with Service Learning Mentors

16. Integrating Web 2.0 in Fully Online Courses 16 Module Context Readings Virtual Field Trips Discussion Feedback

17. 17 Google Wave for Independent Study on Digital Media

18. 18 Google Wave for Independent Study on Digital Media

19. 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).

21. Directions are clear and time given for reflection is sufficient.

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

23. Create media presentation for uploading to students’ ePortfolioor “personal learning environment”.Anita Brown “Stop Hunger-Feed Hope”

25. Project based activities involving e-learners’ real world

26. Applies academic knowledge and scholarship to their work environment

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

28. 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.

29. To Individualize Make it Personalized: Creating Project Based Service eLearners Contact Information: Mara M. Kaufmann, N.D. APRN Associate Professor and Mentor Center for Distance Learning Mara.Kaufmann@esc.edu Thomas P. Mackey, Ph.D. Interim Dean Center for Distance Learning Tom.Mackey@esc.edu Visit our Service Learning/eLearning blog: http://commons.esc.edu/servicelearning/ 22

30. References Dailey-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