Experiential Learning

Problem-based, case-based, project-based and inquiry-based learning can all happen virtually in your online class. These are all opportunities to bring the real world context of the content at hand into the classroom. Your students can also continue group games, debates, and role-playing, as well use simulations and virtual field experiences. The key to these classroom activities enhancing the learning experience is in their alignment with the intended course learning outcomes and assessment activities.

For live presentations, ask students to present to you and their peers using Zoom. See Zoom FAQs for information about how students can do presentations.

Or, have students create and submit a video:

• Step 1: Students film their presentation or performance using a smartphone or other video recording device.
• Step 2: Students upload the video to their Echo360 library in Brightspace.
• Step 3: Students embed the video in a Brightspace Assignment submission so the instructor can view the video.

With research-enriched teaching, students actively engage in a research process, creative activity, or knowledge translation activity. This can all be done online, and can be done in collaboration with community. The following are some strategies to support RET in an online environment:

• Use discussion forum or small group meetings (e.g. Zoom) to check-in with or provide feedback to students
• Use Microsoft Teams, breakout rooms in Zoom, or discussion forums for student peer review activities.
• Use Zoom presentation, document sharing (including alternative deliverables such as video and infographics), or the Online Academic Community blog in order to provide opportunities for students to share their final product with peers, and the broader community where appropriate.

In some cases, the intended learning outcomes of field experiences can be met through virtual field trips, simulations, guest lectures from the field, and digital maps. The Digital Scholarship Commons offers workshops for using virtual reality and mapping software.

Learn more about online Field-Based Learning in our resource, Frames and tools for online Experiential Learning at UVic: Focus on Field-Based Learning.

In some cases, the intended learning outcomes of labs can be met through simulations and ‘gamified’ lab exercises. There are a number of online lab, simulation and classroom engagement tools available. It is important to consider the technological requirements (hardware and software) students may or may not have access to when choosing from the many tools and platforms available for online labs.

Some practical strategies for delivering online labs include:

• Record yourself (or your Teaching Assistant) conducting a lab. Using the recorded lab:  (1) have students work individually with a data set that you have provide or (2) have students work in small groups for a TA-facilitated discussion (include guided questions and prompts)
• Include asynchronous options where students can engage in the investigative process (varies by discipline); peers can interact and contribute by challenging different aspects of the inquiry process

Reflection can take place anywhere and at anytime. Discussion forums, breakout rooms in Zoom, collaborative Zoom whiteboard brainstorm sessions can all be used to facilitate reflection in experiential learning. For further information contact the CEL Office (celc1@uvic.ca or megt@uvic.ca).

For information to support and assess reflection in experiential learning, check out the UVic Co-op and Career Education’s reflection process, and the Office of Engagement Initiatives, Cornell, for a critical reflection rubric to evaluate experiential learning.

Co-operative Education and Work Integrate Learning Canada (CEWIL) is providing recommendations and guidelines to members across Canada regarding co-op and WIL placements in response to COVID-19. UVic students and faculty are encouraged to connect with Co-op programs directly to receive updates on directives for current and future work terms/placements. The CEWIL Resource Hub offers tips for working from home, tips for onboarding students remotely and tips for supervising students remotely. In addition, the UVic Co-op and Career Services offers resources for supporting remote work (setting up students to work from home).

There are virtual activities that respond to community needs and contribute to student learning. Reach out to your community partners or the CEL Office (celc1@uvic.ca or megt@uvic.ca) to discuss what might be of mutual benefit.

Learn more about online Community Engaged Learning in our resource, Frames and tools for online Experiential Learning at UVic: Focus on Community-Engaged Learning.

It’s important to respect the workloads and capacity of students, community partners and yourself. This generally means keeping projects small and tangible, particularly in the beginning of a collaborative relationship or a special circumstance like Covid-19. Here are a few ways to virtually connect your intended learning outcomes with community needs:

• Conduct background research or other online information gathering requested by a partner
• Collaborate remotely on business plans or organizational responses in the face of COVID-19
• Facilitate on-line focus groups or capacity building activities
• Set-up a Town Hall or panel of community partners Q&A
• Record or stream performances or workshops to benefit community partner(s)
• Go on a virtual field trip and have a virtual Q&A with a community partner
• Create digital media content, infographics, or other methods for information-sharing. The Digital Scholarship Commons can provide workshops for you and your students on these alternative deliverables.