The Centre for Community-Engaged Learning (CCEL)

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Provides personal and interactive method of communication for the CCEL • Connects with desired audience on an approachable level • Encourages community participation • Provides a versatile outlet for interested participants: discussion groups, photos, upcoming events and other networking opportunities • Provides personal and interactive method of communication for the CCEL • Connects with desired audience on an approachable level • Encourages community participation • Provides a versatile outlet for interested participants: discussion groups, photos, upcoming events and other networking opportunities • Provides personal and interactive method of communication for the CCEL • Connects with desired audience on an approachable level • Encourages community participation • Provides a versatile outlet for interested participants: discussion groups, photos, upcoming events and other networking opportunities • Provides personal and interactive method of communication for the CCEL • Connects with desired audience on an approachable level • Encourages community participation • Provides a versatile outlet for interested participants: discussion groups, photos, upcoming events and other networking opportunities • Provides personal and interactive method of communication for the CCEL • Connects with desired audience on an approachable level • Encourages community participation • Provides a versatile outlet for interested participants: discussion groups, photos, upcoming events and other networking opportunities The Centre for Community-Engaged Learning (CCEL) Creating web content for CCEL co-curricularBy: Veronica Nhukwete, Katie Lukacs, Matthew Bardsley, and Isaac Rynn. Students of COMS 463 Professional and Rhetorical Communication This poster summarizes the different aspects of the web content project our team completed with the intent of improving on the Centre for Community Engaged-Learning’s (CCEL) current web content. Community Service-learning (CSL) is an educational approach integrating community service with intentional learning activities working together toward outcomes that are mutually beneficial. (Canadian Alliance of Community Service-Learning, 2011) Our group created personal, navigable and interactive web content adhering to the CCEL’S goals for their website. We highlighted the value of co-curricular programs and spoke of service-learning opportunities at the CCEL. INTRODUCTION STRUCTURE AND NAVIGATION LEARNING METHODS . KEY FEATURES CONTINUED . Level 1: Co-Curricular Level 1 web content introduces student viewers to the co-curricular programs offered by the CCEL. These programs include, “Calgary Serves” as well as “Meal Exchange”. Level 2: Introduction Section Pages Students on a level 2 page will find information on the history of the program as well as the opportunities the program has available. Student can easily move from level 1 to level 2 via picture-links. Level 3: Web Articles The web articles provide insight into past and current participants experiences with the CCEL. • Collaborative report production • Early planning, Google online document • sharing, and collaborative proofreading • Time management • Using Zoho chat, document review through Google, Google chat • Interview Quotas • Monitor interviews on live Google document and liaise between community partner and instructor • Facebook: page vs. group • Professionalism, linking Facebook with WordPress, Facebook applications such as photos, links, or videos Figure B: Guiding Headings Guiding headings helps our web content to be navigable, Figure B: "Homelessness: Experiences Through Immersion" By Matthew Bardsley, COMS 463 student • personal and interactive in the following ways: • Assist students to determine which articles they prefer to read • Provokes readers to reflect on social issues that relate to them • Invites students to investigate and read the articles. . KEY FEATURES FUTURE RECOMMENDATIONS Figure C: Bullet Lists • Promote the potential of CSL co-curricular activities in post-secondary institutions • Explain how co-curricular volunteering can create effective change within the community • Create a frequent dialogue on the U of C campus about programs offered by CCEL through web publications and social networking • Incorporate more photos and visual aids that promote student and staff’s experience in service-learning programs • Devise a plan within the CCEL’s web team to maintain and promote the Facebook page and/or group This section discusses navigable, personal, and interactive features of our web content. Figure B: Co-Curricular in the Community: the Student Experience. Created by Katie Lukacs, COMS 463 student Figure A: Facebook Page METHODS • Our group was able to complete the project by using the following approaches in order to gather and edit web content: • Interviewed past and present CSL participants • Profiled CSL events • Performed textual research that establishes and supports the credibility of service-learning • Created Facebookto raise the profile of the CCEL and provide frequent opportunities to update its community members • Bullet lists provides a strong navigation for our web content • Directs student to scan the document • Maintains readability • Provides visual rest and variety (Barr, 2010, p. 51) REFERENCES Figure D: Emotional Rhetoric Figure A: CCEL Facebookpage Barr, C. (2010). The Yahoo! style guide: The ultimate sourcebook for writing, editing, and creating content for the digital world. New York: St. Martin’s Press. STRUCTURE AND NAVIGATION • The Facebook page provides personal and interactive method of communication for the CCEL in the following ways: • Connects with desired audience on an approachable level • Encourages community participation • Provides a versatile outlet for interested participants: discussion groups, photos, upcoming events and other networking opportunities Figure D: "Homelessness: Experience Through Immersion" By Matthew Bardsley, COMS 463 Student Emotional Rhetoric personalizes our web content through the following ways: Canadian Alliance of Service Learning (2011). What is Service-Learning? Retrieved from: http://www.communityservicelearning.ca/en /welcome_what_is.htm • Relatable narrative for students • considering service-learning • Descriptive account of a student’s service-learning experience • Persuasive element of inviting the students to consider service-learning The Centre for Community-Engaged Learning .(n.d.). Home. Retrieved from: http://www.ucalgary.ca/ccel/ Figure 1: CCEL-Veronica navigation map