scholarly journals El alineamiento constructivo de un curso online de aprendizaje-servicio

2021 ◽  
pp. 149-164
Author(s):  
Joana Bezerra ◽  
Sharli Paphitis
Keyword(s):  
South Africa ◽  
Service Learning ◽  
Online Community ◽  
Teaching And Learning ◽  
Online Courses ◽  
Curriculum Alignment ◽  
Community Based ◽  
Critical Elements ◽  
Constructive Alignment ◽  
Approach To Teaching

Service-learning is gaining traction worldwide, including South Africa. This pedagogy requires a different approach to teaching and learning and few resources are available to provide such support. A course for lecturers that either already teach a service-learning course or are interested in doing so, would address this need, but, as with any other course, its constructive alignment is key. Online courses reach more people, but also add another layer of complexity. The aim of this paper is to discuss the constructive alignment of an online community-based service-learning course and to provide a roadmap for other institutions to develop such courses. A community-based service-learning course that brings together the critical elements of how to develop such  course and, is revised using a curriculum alignment lens, offers a more critical and relevant experience, for the lecturers, which will lead to more critical and sound service-learning courses for the students. 

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

Education, Community, and Social Engagement

2019 ◽  
pp. 69-86 ◽  
Author(s):  
Toby S. Jenkins
Keyword(s):  
Student Affairs ◽  
Transformative Learning ◽  
Social Engagement ◽  
Teaching And Learning ◽  
Graduate Programs ◽  
Graduate Faculty ◽  
Education Programs ◽  
Community Based ◽  
Education Community ◽  
Approach To Teaching

In many higher education and student affairs graduate programs the responsibility for providing field-based learning often falls on the graduate assistantship. Programs often situate theoretical learning inside the classroom and practical engagement at the assistantship site. The growing urgency for educators to create transformative learning experiences and to integrate deep interactions with issues of social justice into the classroom challenges graduate faculty to re-evaluate their approach to teaching and learning. In this chapter, the author makes the case for adopting a creative, community-based, and culturally engaging approach to teaching in graduate education programs.

Advocating Service Learning for Developing Citizenship in University Students in South Africa

2010 ◽  
Vol 24 (4) ◽  
pp. 287-296 ◽  
Author(s):  
Nirmala Dorasamy ◽  
Soma Pillay
Keyword(s):  
South Africa ◽  
Public Sector ◽  
Service Learning ◽  
Experiential Learning ◽  
Public Management ◽  
Teaching And Learning ◽  
The Public ◽  
Community Needs ◽  
Public Servant ◽  
Management Students

An effective and efficient public sector is largely dependent on employees who accept the responsibility for providing high-quality public services. It can be argued that public management students, as future employees in the public sector, need to be educated for responsible citizenship. Higher education institutions in South Africa are expected to promote social and economic development, and service learning can serve as a catalyst for developing responsible citizenship among public management students. This article investigates how service learning, as an experiential form of learning which has its roots in community service, meets community needs, enhances teaching and learning and contributes towards responsible citizenship. The extent to which service learning in public management as a discipline has been adopted by universities of technology in South Africa is also explored. It is argued that while public management students are expected to engage in experiential learning in the public sector, community-based learning should be included as a compulsory component of experiential learning. The authors suggest that service learning can make a significant contribution to socially responsible citizenship, an important value underpinning any public servant.

scholarly journals Service-learning in nursing: integrating student learning and community- based service experience through reflective practice

2005 ◽  
Vol 10 (4) ◽  
pp. 41-54 ◽  
Author(s):  
Hester Julie ◽  
Priscilla Daniels ◽  
Tracey-Ann Adonis
Keyword(s):  
South Africa ◽  
Domestic Violence ◽  
Service Learning ◽  
Student Learning ◽  
Reflective Practice ◽  
Full Text ◽  
Community Based ◽  
Service Experience

Domestic violence is a pervasive problem in South Africa. Opsomming Huishoudelike geweld is ’n wydverspreide probleem in Suid-Afrika. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

CONSTRUCTIVE ALIGNMENT: A JOURNEY FOR NEW EYES

2006 ◽  
Vol 14 (04) ◽  
pp. 291-306 ◽  
Author(s):  
COLIN JONES
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Constructive Alignment ◽  
Enterprise Education ◽  
Approach To Teaching

The needs of students engaged in enterprise education programs are of ever growing importance. This paper considers the pedagogical challenges that confront the designers of such-programs. It is argued that it is the designer's mindset that will most likely determine the program's outcomes. That, regardless of where such programs reside, their development should be guided by a learner-centred approach. The recently developed hic et nunc framework, provides an example of such a student-centred approach. The process through which student learning outcomes occur is argued to be essentially Darwinian in nature. Taking into account both knowledge and skills, it is also argued that assessment of desirable learning outcomes should occur in visible interaction spaces. That the failure to eliminate invisible interaction spaces from such programs is an invitation for criticism from those who favour a more traditional lecturer-centred approach to teaching and learning.

scholarly journals Reimaging Experiential Learning in Online Courses for the Digital Economy

2021 ◽  
Author(s):  
Katherine Moreau ◽  
Kaylee Eady ◽  
Ruth Kane ◽  
Peter Milley ◽  
Patrick R. Labelle ◽  
...  
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Online Courses ◽  
Digital Economy ◽  
Work Environments ◽  
Current Evidence ◽  
Future Research ◽  
Community Based ◽  
Policy Makers ◽  
Post Secondary

To continue functioning and adhere to physical/social distancing regulations during COVID-19, post-secondary institutions transitioned courses online, including those with experiential learning components. Experiential learning occurs when students apply course theory and concepts in real-world situations. Types of experiential learning include, for example, eService-learning, co-op, remote co-op, practicums, service-learning, and community-based projects. Experiential learning is a core component of students' education and growth. It allows them to acquire in-demand skills, gain competencies to transition into the workforce, obtain new skills to re-enter the workforce, or prepare for future employment in the digital economy. However, academics, students, employers, and policy-makers report that they do not know how to effectively integrate or do experiential learning in online courses. Both experiential and online learning have established benefits and research foundations and experiential learning is important to retain in online courses and as work environments change. To do so successfully, academics, students, employers, and policy-makers need to reimagine how they can integrate or do quality experiential learning in online courses to ensure that it prepares students for evolving labour demands. Therefore, in this knowledge synthesis project we will conduct a scoping review to: (a) identify the types of available evidence on experiential learning in online courses; (b) identify promising strategies for integrating and doing experiential learning in online courses; (c) identify outcomes of integrating and doing experiential learning in online courses; and (d) identify and analyze gaps in the current evidence on experiential learning in online courses in order to direct future research on the topic.

Teaching in an Online Community of Inquiry

2013 ◽  
pp. 389-400
Author(s):  
Martha Cleveland-Innes
Keyword(s):  
Higher Education ◽  
Online Community ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Delivery Mode ◽  
Face To Face ◽  
Approach To Teaching ◽  
Education Delivery ◽  
Online Distance

Regardless of education delivery mode – face-to-face, online, distance, or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or face-to-face higher education. A principled approach to teaching allows faculty to stay on track of teaching requirements, regardless of delivery mode. These principles may support new teaching practices, but, if adopted, will also change the way the role of faculty is configured and executed in the higher education context.

Whom Does Service Learning Really Serve? Community-Based Organizations' Perspectives on Service Learning

2009 ◽  
Vol 37 (2) ◽  
pp. 120-135 ◽  
Author(s):  
David D. Blouin ◽  
Evelyn M. Perry
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Local Community ◽  
Learning Goals ◽  
Student Conduct ◽  
Community Based ◽  
Community Based Organizations ◽  
Practical Guidelines ◽  
The Impact ◽  
Benefits And Costs

One of the major selling points of service-learning courses is their potential to mutually benefit communities, universities, and students. Although a great deal of research reports numerous pedagogical and personal benefits for students—from improved grades and increased civic engagement to increased understanding and appreciation of diversity—there is relatively little research on the impact of service learning on the community. To understand when and how service-learning courses benefit the community, we conducted in-depth interviews with representatives of local community-based organizations that have worked with service learners. We report on the primary benefits and costs associated with service-learning courses. We identify three types of obstacles to successful service-learning courses: issues related to student conduct, poor fit between course and organizational objectives, and lack of communication between instructors and organizations. We develop practical guidelines for addressing these obstacles and for ensuring that service learning fulfills teaching and learning goals and provides valuable service to community-based organizations.

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