Integrating Service Learning Online

Integrating Service Learning Integrating Service Learning OnlineOnline

F. Brockmeier J.D., Ph.D.F. Brockmeier J.D., Ph.D.Faculty, Northern Kentucky UniversityFaculty, Northern Kentucky University

Practitioner Faculty, University of PhoenixPractitioner Faculty, University of Phoenix

Integrating Service Learning OnlineIntegrating Service Learning Online

► Service Learning is a course-based, credit-bearing Service Learning is a course-based, credit-bearing educational experience in which students (a) educational experience in which students (a) participate in an organized service activity that meets a participate in an organized service activity that meets a community need and (b) reflect upon their service community need and (b) reflect upon their service activity as a means of gaining a deeper understanding activity as a means of gaining a deeper understanding of course content, a broader appreciation of the of course content, a broader appreciation of the discipline, an enhanced sense of civic responsibility, discipline, an enhanced sense of civic responsibility, and/or a greater interest in and understanding of and/or a greater interest in and understanding of community life.community life.

► Definition adopted by NKU SHAPE committee and presented to NKU community in Definition adopted by NKU SHAPE committee and presented to NKU community in January 2006. Adapted from Bringle, R. and Hatcher, J. A Service Learning January 2006. Adapted from Bringle, R. and Hatcher, J. A Service Learning Curriculum for Faculty. The Michigan Journal of Community Service Learning, Fall Curriculum for Faculty. The Michigan Journal of Community Service Learning, Fall 1995, pp 112-122; and Student Action for a Change <1995, pp 112-122; and Student Action for a Change <www.actionforchange.orgwww.actionforchange.org>.>.


► For a course to be designated as a service learning course at For a course to be designated as a service learning course at NKU, it must:NKU, it must: Directly and explicitly link the service experiences to the course Directly and explicitly link the service experiences to the course

learning objectiveslearning objectives Engage students in reflection aimed at connecting lessons from the Engage students in reflection aimed at connecting lessons from the

service experience(s) to course content and life experienceservice experience(s) to course content and life experience Assess the learning that occurs as a result of the service Assess the learning that occurs as a result of the service

experience(s)experience(s) Require the service experience of all students enrolled in the Require the service experience of all students enrolled in the

course (assessment of student learning for the course includes course (assessment of student learning for the course includes completion of service learning activities)completion of service learning activities)

Demonstrate reciprocity between the students in the course and Demonstrate reciprocity between the students in the course and the community agency or population being servedthe community agency or population being served


► Student philanthropyStudent philanthropy A teaching strategy that provides students with funds to A teaching strategy that provides students with funds to

learn about and invest in nonprofit organizations. learn about and invest in nonprofit organizations.


► Service learning has four component parts:Service learning has four component parts:

(1) preparation, (1) preparation, (2) action, (2) action, (3) reflection, and (3) reflection, and (4) celebration.(4) celebration.


► PreparationPreparation Learning activities may take place prior to the service Learning activities may take place prior to the service Students understand expectations Students understand expectations

► Preparation components:Preparation components: Identifying the problemIdentifying the problem Selecting a project that is either direct, indirect, or Selecting a project that is either direct, indirect, or

advocacyadvocacy


► ActionAction is the serviceis the service

► Criteria: Criteria: Be meaningfulBe meaningful Have academic integrityHave academic integrity Have adequate supervisionHave adequate supervision Provide for student ownershipProvide for student ownership Be developmentally appropriateBe developmentally appropriate


► ReflectionReflection enables students to critically think about their enables students to critically think about their service experience.service experience.

► Students reflect on their Students reflect on their experiences, experiences, feelings, and feelings, and insights, andinsights, and share them with others. share them with others.


► Students learn from the experience and transfer Students learn from the experience and transfer learning to new situations.learning to new situations.

► Three questions are important in reflection : Three questions are important in reflection : What? What? So What? So What? Now What? Now What?


► CelebrationCelebration recognizes students for their contributionsrecognizes students for their contributions provides closure to an ongoing activity. provides closure to an ongoing activity.

► Ways of providing recognition are:Ways of providing recognition are: Certificates of RecognitionCertificates of Recognition Joint celebration with service providersJoint celebration with service providers Recognition at special assemblies Recognition at special assemblies


► Using a constructivist theory of education, online is Using a constructivist theory of education, online is now past the threshold of acceptance with the now past the threshold of acceptance with the Academy (Ravai, Ponton, & Baker 2008)Academy (Ravai, Ponton, & Baker 2008)..

► The learning that occurs is equivalent to that of face-The learning that occurs is equivalent to that of face-to-face courses (Zhao, 2005)to-face courses (Zhao, 2005)..


► Best practices in online delivery involve self-discipline Best practices in online delivery involve self-discipline with respect to all participants in the learning. with respect to all participants in the learning.

► The instruction is Socratic in facilitation and The instruction is Socratic in facilitation and ► active engagement in learning by the student requires active engagement in learning by the student requires

discipline in undertaking and accomplishing the work discipline in undertaking and accomplishing the work with little if any deadlines and verification of progress with little if any deadlines and verification of progress by the leader. by the leader.

► Learning is the responsibility of the learner. and is Learning is the responsibility of the learner. and is imposed from the learner’s internal motivation, not an imposed from the learner’s internal motivation, not an external loci, imposes commitment and dedication.external loci, imposes commitment and dedication.


► The major accommodation to online work has to do The major accommodation to online work has to do with the asynchronous aspect and thewith the asynchronous aspect and the

► necessity for frequent contact and necessity for frequent contact and ► prompt feedback (Bernard, 2008). Since much online prompt feedback (Bernard, 2008). Since much online

communication occurs in written form, thecommunication occurs in written form, the► written communication encourages the use of written communication encourages the use of

composed and thought-out communications. composed and thought-out communications.


► The multi-media availability enhances the communication process The multi-media availability enhances the communication process (Zhang, 2005). There is likewise a (Zhang, 2005). There is likewise a

► technological capability for synchronous, face-to-face technological capability for synchronous, face-to-face communication through media of Webcams and television. There communication through media of Webcams and television. There is also is also

► streaming video with the added effect that the video can be streaming video with the added effect that the video can be reviewed sufficient number of times to allow for refreshing of reviewed sufficient number of times to allow for refreshing of information and recording of decisions to satisfy the needs of information and recording of decisions to satisfy the needs of individual learners. The discussions can also be archived for individual learners. The discussions can also be archived for future reference. There is available future reference. There is available

► freeware, for example: WiZiQ,freeware, for example: WiZiQ, e-mail with expanded capacity, and e-mail with expanded capacity, and SharePoint.SharePoint.

► Podcasts can be created and delivered on smart phones. Podcasts can be created and delivered on smart phones.


► While a computer-generated search has revealed 43 articles While a computer-generated search has revealed 43 articles dealing with the topics of service learning and online dealing with the topics of service learning and online environment, only six of those articles deal with the use of the environment, only six of those articles deal with the use of the online learning environment in a service learning projectonline learning environment in a service learning project[1][1] (Skill (Skill & Young, 2002; Watts, 2003; Trait & Sauer, 2004; Poindexter, & Young, 2002; Watts, 2003; Trait & Sauer, 2004; Poindexter, 2009; Burton, 2003; Bennett, 2001)2009; Burton, 2003; Bennett, 2001). . Two were calls for the Two were calls for the promotion of service learning via online instruction (Bennett, promotion of service learning via online instruction (Bennett, 2001; Trait & Sauer, 2004). The call was echoed in a chapter of a 2001; Trait & Sauer, 2004). The call was echoed in a chapter of a recent book expressing future considerations for service learning recent book expressing future considerations for service learning (Strait & Lima, 2009). Three of the articles described face-to-face (Strait & Lima, 2009). Three of the articles described face-to-face service learning courses in which communication was done service learning courses in which communication was done online as an enhancement and add-in in a hybrid mode. The final online as an enhancement and add-in in a hybrid mode. The final article focused on a variable credit, first-year course that required article focused on a variable credit, first-year course that required students complete two hours per week working for an agency in students complete two hours per week working for an agency in the community and report that work through the online media the community and report that work through the online media (Watts, 2003). (Watts, 2003).

►

[1][1] Using keywords “service learning” and “online course,” Using keywords “service learning” and “online course,” databases searched were Academic Search Premier, PsychINFO, databases searched were Academic Search Premier, PsychINFO, Teacher Reference Center, and ERIC for books or monographs..Teacher Reference Center, and ERIC for books or monographs..


► It is the learning that is the primary objectiveIt is the learning that is the primary objective

► IT’S THE LEARNING, STUPIDIT’S THE LEARNING, STUPID


► FOUR PHASESFOUR PHASES

Preliminary PhasePreliminary Phase Initiation PhaseInitiation Phase Execution PhaseExecution Phase Assessment PhaseAssessment Phase


► PRELIMINARY PHASEPRELIMINARY PHASE

Institutional Review Board Institutional Review Board Student buy-in for Service Learning and relationship to Student buy-in for Service Learning and relationship to

LosLos Type of Agency PartnerType of Agency Partner Conflicts of InterestConflicts of Interest Project chunksProject chunks


► INITIATION PHASEINITIATION PHASE

Written statement, agreed upon by all stakeholders Written statement, agreed upon by all stakeholders Build and maintain community online Build and maintain community online Communication regularlyCommunication regularly TrustTrust Alternative forms of communication establishedAlternative forms of communication established Conflict Resolution processConflict Resolution process


► EXECUTION PHASEEXECUTION PHASE

Asynchronous Asynchronous

Communication norms: Communication norms: ► Subject of the email, Subject of the email, ► Purpose of the communication, Purpose of the communication, ► Content of the communication, and Content of the communication, and ► Specific individual responsibility Specific individual responsibility


► ASSESSMENT PHASEASSESSMENT PHASE

Progress of the Project Progress of the Project

Satisfaction of Stakeholders Satisfaction of Stakeholders ► ReflectionReflection► Logs – Individual and Team Logs – Individual and Team


► Identify areas for more concentrated work on the Identify areas for more concentrated work on the Learning Objectives Learning Objectives


► TECHNOLOGY ENHANCEMENTTECHNOLOGY ENHANCEMENT

Multiple User Virtual Environments (MUVE)Multiple User Virtual Environments (MUVE)

SkypeSkype

Wiki Wiki

Freeware Freeware ► WiZiQ WiZiQ ► DimdimDimdim► VoiceThreadVoiceThread








► JournalJournal

Self ReflectionSelf Reflection

► CelebrationCelebration

Agent of ChangeAgent of Change


BlogBlog


NKU in Second LifeNKU in Second Life


► Interest in CourseInterest in Course


► Your functional life skills (communication, Your functional life skills (communication, assertiveness, problem solving).assertiveness, problem solving).


► Critical ThinkingCritical Thinking InvestigationInvestigation AnalysisAnalysis AnalogiesAnalogies SynthesisSynthesis

► Learning Outcomes/ObjectivesLearning Outcomes/Objectives Team WorkTeam Work LeadershipLeadership Cultural DiversityCultural Diversity CommunicationCommunication


► Final ProductFinal Product

► FutureFuture Additional evaluationAdditional evaluation Leadership DevelopmentLeadership Development Succession PlanningSuccession Planning Organizational Culture Assessment Organizational Culture Assessment Strategic Planning Strategic Planning


► Examples:Examples:

BRACBRAC

Afghan Institute of LiteracyAfghan Institute of Literacy

The Citizens FoundationThe Citizens Foundation


BRAC is a development organization dedicated to alleviating poverty by empowering the poor to bring about change in their own lives.


The Global Service Practicum service learning project to provide to the Afghan Institute of Learning (AIL) a plan to "figure out a way to bring the message of need” by the AIL Learning Center students who want to learn how to grow their own food, use medicinal plants, and revitalize the natural beauty of their surroundings. In furtherance of that end, AIL has asked us to help them create a method and procedure to bring that need to the attention of the people in the United States communities and seek financial contributions to help Those students.


► The Citizens Foundation was started by Pakistani The Citizens Foundation was started by Pakistani businessmen concerned about their country, and it businessmen concerned about their country, and it builds terrific schools for needy children there. We’re builds terrific schools for needy children there. We’re seeing American- Pakistani relations spiral downward, seeing American- Pakistani relations spiral downward, and billions of dollars in American military aid to and billions of dollars in American military aid to Pakistan haven’t accomplished much. The best way I Pakistan haven’t accomplished much. The best way I can see to moderate Pakistan and defeat extremists is can see to moderate Pakistan and defeat extremists is to bolster secular education. When I travel in Pakistan, to bolster secular education. When I travel in Pakistan, I see radical madrasas built by Wahhabi Muslim I see radical madrasas built by Wahhabi Muslim fundamentalists from Saudi Arabia and other fundamentalists from Saudi Arabia and other countries, offering free meals to entice students. countries, offering free meals to entice students. Fundamentalists donate because they understand the Fundamentalists donate because they understand the power of education to change a country. And we don’t power of education to change a country. And we don’t even compete. Information is at even compete. Information is at thecitizensfoundation.org.thecitizensfoundation.org.


QUESTIONS?QUESTIONS?

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Integrating Service Learning Online