![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-content\/uploads\/sites\/101\/2018\/11\/A1-Part-1_-visualize-your-ideal-work-environment-in-text-pic.jpg\")
<\/a>Figure 1: Notes from the brainstorming<\/p><\/div>\n
Theresa leads a non-profit organization and Beata supervises and teaches in a program at an institution. Although both groups have different needs, they require skills to engage online through collaboration, communication, and knowledge-building. Theresa trains placement students to find employment in their field. To assist with their goals, she needs to see the students\u2019 aptitude and their visualized workplace. Beata\u2019s adult learners need to identify their ideal workplace\/environment to create a well-targeted portfolio website for job applications.<\/p>\n
Using Keller\u2019s four-stage ARCS model (Thomas, 2010) we structured a week-long component to synthesize a workplace goal\/vision<\/strong>:<\/p>\n Attention <\/span>– Online learning<\/strong><\/p>\n Topic-specific video tutorials, short webinars, and self-test quizzes (Appendix 1<\/a>) are provided in this stage to capture the learner\u2019s attention, generate curiosity, encourage inquiry, and maintain the engagement (Thomas, 2010). The content is relevant for the adult learners and applicable for their real life (Knowles, 1968). When learners understand how information will benefit them, the connection between learner objectives and motivation is strong and they will acquire specific knowledge (McGrath, 2009 as cited in Chametzky, 2014).<\/p>\n Relevance<\/span> – Show<\/strong><\/p>\n Learners individually build a digital collage or mood board (Appendix 2<\/a>) of their imagined perfect workplace. They use photos to represent their feelings to answer structured questions (Appendix 3<\/a>). This activity aligns with an empathic design which focuses on everyday life experiences, and individual desires, moods, and emotions in human activities, turning such experiences and emotions into inspiration (Mattelm\u00e4ki<\/span>, Vaajakallio, & Koskinen, 2014, p. 67).<\/p>\n Confidence<\/span> – Engage with the\u00a0cohort<\/strong><\/p>\n Learners comment on each other\u2019s collage\/mood board, ask questions, give suggestions. Students must post a predetermined number of comments. \u00a0They need to update their collage\/mood board based on the comments and their answers. This intellectual risk-taking through feedback prepares learners for the next step and establishes confidence in the learning process.<\/p>\n Relevance<\/span> – Challenges\/obstacles<\/strong><\/p>\n Learners create empathy or mind maps (Appendix 2<\/a>) to describe their anticipated challenges or obstacles to achieving their ideal workplace. Adults desire to be competent in matters that are valuable and necessary for their personal or professional growth (Thomas, 2010, p. 211). This activity keeps the learning relevant and reinforces learner goals.<\/p>\n Confidence<\/span> – Engage with the\u00a0cohort<\/strong><\/p>\n Learners comment on each other\u2019s challenge\/obstacle maps, ask questions and give suggestions on how to face the challenges or overcome obstacles, based on readings\/tutorials\/experience\/research.\u00a0This peer coaching keeps the learners\u2019 attention and boosts their confidence as they discover relevant solutions to their jobs\/portfolios. Students must post a predetermined amount of comments\/suggestions.<\/p>\n Satisfaction<\/span> – Plan to develop<\/strong><\/p>\n This final activity provides opportunities for learners to use their newly acquired knowledge (Thomas, 2010, p. 213) which leads to satisfaction. With guidance from the instructors, Theresa\u2019s students create their enhanced learning plan, and Beata\u2019s students create a portfolio site content plan and find 2-3 companies and 1-2 relevant job postings.<\/p>\n Throughout the activities<\/strong>, the instructor will showcase examples for collages\/mood boards, work goals, and field-specific results to create connections with the learners and demonstrate empathy (Mattelm\u00e4ki<\/span> et al., 2014).<\/p>\n Figure 2: Sketches from the final solution<\/p><\/div>\n We see opportunities<\/strong> to generalize this component for any student group to visualize career\/work environment goals with the utilization of field-specific content\/questions. What do you think, would you be able to use it in your context?<\/p>\n <\/p>\n We are looking for suggestions\/ideas\/comments by December 4, 2018. We would prefer to receive them sooner than later. After the mentioned date, finalization of Assignment 1 B begins.<\/em><\/strong><\/span><\/p>\n Thank you for the thoughtful comments!\u00a0<\/strong><\/span><\/p>\n <\/p>\n References<\/span><\/p>\n Chametzky, B. (2014). Andragogy and Engagement in Online Learning: Tenets and Solutions. Creative Education, 05<\/i>(10), 813\u2013821. https:\/\/doi.org\/10.4236\/ce.2014.510095<\/p>\n Mattelm\u00e4ki, T., Vaajakallio, K., & Koskinen, I. (2014). What Happened to Empathic Design?\u00a0Design Issues, 30<\/i>(1), 67\u201377.\u00a0https:\/\/doi.org\/10.1162\/DESI<\/p>\n Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16<\/i>(10), 350-352, 386.<\/p>\n Stanford University Institute of Design. (2016). A virtual crash course in design thinking.<\/p>\n Thomas, P. Y. (2010).\u00a0Learning and instructional systems design. In\u00a0Towards developing a web-based blended learning environment at the University of Botswana<\/i>. (Doctoral dissertation).<\/p>\n Tait, A. & O\u2019Rourke, J. \u00a0(2014).\u00a0 Internationalization and Concepts of Social Justice: What Is to Be Done? In O. Zawacki-Richter & T. Anderson (Eds.), Online distance education: Towards a research agenda<\/i>. (p. 39-74). doi: 10.15215\/aupress\/9781927356623.01<\/p>\n <\/p>\n Appendices<\/b><\/p>\n <\/a>Appendix 1. – Example materials for Attention – Online learning Tutorial phase<\/i><\/b><\/p>\n Lynda.com video tutorials:<\/i><\/span><\/p>\n How to develop a portfolio site for freelancing<\/i><\/span><\/p>\n How to develop a portfolio site<\/i><\/span><\/p>\n Synchronous webinar on what information to include into the portfolio, what kind of people would look into the portfolio, what is the goal of the portfolio\u2026 etc.<\/i><\/span><\/p>\n Orientation video tutorials:<\/i><\/span><\/p>\n How we support clients in Emergency Housing<\/i><\/span><\/p>\n How we support clients in Transitional Housing<\/i><\/span><\/p>\n How we support clients in the Drop-in<\/i><\/span><\/p>\n How we support clients in the community <\/i><\/span><\/p>\n Synchronous webinar on how we connect programs and work with partner agencies. \u00a0<\/i><\/span><\/p>\n <\/p>\n <\/a>Appendix 2. – Example tools for the different activities<\/i><\/b><\/p>\n Students are provided with a list of free photo websites, and online tools for creating collage\/mood boards\/empathy and mind maps to handle learners with differing levels of digital skills. All of the tools are available on smart small devices (Android, IOS).<\/i><\/span><\/p>\n Collage:\u00a0<\/i><\/span>https:\/\/www.befunky.com\/features\/collage-maker\/<\/i><\/a>\u00a0 \u00a0 \u00a0|\u00a0 \u00a0 \u00a0<\/span>https:\/\/www.photocollage.com\/<\/i><\/a>\u00a0 \u00a0 \u00a0|\u00a0 \u00a0 \u00a0\u00a0<\/span>https:\/\/www.canva.com\/create\/photo-collages\/family\/<\/i><\/a><\/span><\/p>\n Mood board:\u00a0<\/i><\/span>https:\/\/www.canva.com\/create\/mood-boards\/<\/i><\/a><\/span><\/p>\n Mind Map:\u00a0<\/i><\/span>https:\/\/www.mindmup.com\/<\/i><\/a>\u00a0 \u00a0 \u00a0|\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/i><\/span>https:\/\/www.canva.com\/graphs\/mind-maps\/<\/i><\/a><\/span><\/p>\n Empathy Map:\u00a0<\/i><\/span>https:\/\/realtimeboard.com\/templates\/empathy-map\/<\/i><\/a>\u00a0 \u00a0 \u00a0|\u00a0\u00a0\u00a0\u00a0\u00a0<\/i><\/span><\/i>https:\/\/vizzlo.com\/create\/empathy-map<\/i><\/a><\/span><\/p>\n Concept Board: <\/i>https:\/\/conceptboard.com\/<\/i><\/a><\/span><\/p>\n Padlet for featuring the image and comment or ask questions.<\/span><\/p>\n Free images:\u00a0<\/i><\/span>https:\/\/www.pexels.com\/<\/i><\/a>\u00a0 \u00a0 \u00a0|\u00a0 \u00a0 \u00a0<\/span>https:\/\/pixabay.com\/en\/ <\/i><\/a><\/span><\/p>\n <\/a>Appendix 3. – Example questions for Relevance – Show the ideal workplace phase<\/i><\/b><\/p>\n Web portfolio <\/i><\/span><\/p>\n What is the environment you wish to work in? <\/i><\/span><\/p>\n What kind of colleagues do you wish to work with? <\/i><\/span><\/p>\n Where (agency, corporation, small or middle-sized company)? <\/i><\/span><\/p>\n What kind of projects do you wish to work on?<\/i><\/span><\/p>\n Enhanced Learning Plan<\/i><\/span><\/p>\n Do you want to work one to one or with groups?<\/i><\/span><\/p>\n Do you want to work in one place like an office or shelter setting?<\/i><\/span><\/p>\n Do you want to work in different locations like outreach or housing based case management?<\/i><\/span><\/p>\n Do you want to manage a caseload or work on a collaborative team? <\/i><\/span><\/p>\n Do you want to work with clients in emergency housing or drop in or housing retention?<\/i><\/span><\/p>\n <\/p>\n All illustrations are created by the authors.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":" Theresa and Beata used design thinking to develop an e-learning course component to help students to identify their career goals. To encourage intellectual risk-taking and become active in their online learning the created environment considers approaches that allow students continued… Continue Reading →<\/a><\/p>\n","protected":false},"author":101,"featured_media":192,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-191","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt524"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/posts\/191","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/users\/101"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/comments?post=191"}],"version-history":[{"count":38,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/posts\/191\/revisions"}],"predecessor-version":[{"id":234,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/posts\/191\/revisions\/234"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/media\/192"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/media?parent=191"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/categories?post=191"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0059\/wp-json\/wp\/v2\/tags?post=191"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}<\/a>