scholarly journals CHALLENGES OF SERVICE LEARNING PRACTICES: STUDENT AND FACULTY PERSPECTIVES FROM MALAYSIA

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 279-309
Author(s):  
Norhafezah Yusof ◽  
Tengku Faekah Tengku Ariffin ◽  
Rosna Awang Hashim ◽  
Hasniza Nordin ◽  
Amrita Kaur
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Face To Face ◽  
Structural Support ◽  
Cognitive Autonomy ◽  
Service Learning Projects ◽  
Group Interviews ◽  
The Relationship ◽  
Ministry Of Higher Education

Purpose – The primary aim of service learning is to produce holistically developed students. Despite the mandate from the Ministry of Higher Education, Malaysia to infuse service learning in the programs of studies since 2015, service learning in the country remains in its infancy. Critical insights concerning contextual compatibility are still missing in the Malaysian context. In this regard, the current paper aims to investigate the perspectives of lecturers and students on the challenges they have encountered while participating in service learning. Methodology – The study employed a qualitative approach and the principles of Scholarship of Teaching and Learning (SoTL) guided the collection of data. Students and lecturers who participated in the study were selected using purposive sampling techniques. The data from the students was collected using focus group interviews, while in-depth face to face interviews were used to collect data from the lecturers. These two sources of data were then analysed using a thematic analysis method. Findings – From the perspectives of the students, the challenges encountered were as follows: 1) there is a gap between theory and practice and 2) the lack of cognitive autonomy, while from the perspectives of the lecturers, the challenge was lack of structural support. There was also a theme seen in the common challenges experienced by the participants which was about the relationship and rapport with the community. Significance –The findings provide insights into the challenges faced by lecturers and students in a public university where service learning is practised. These insights may have implications for academic developers providing training workshops on service learning and for lecturers involved in the design and implementation of service-learning projects.

scholarly journals Co-creación y validación de instrumentos para la integración del conocimiento experiencial en la formación de maestros

2018 ◽  
Vol 22 (1) ◽  
pp. 441-460
Author(s):  
Montserrat Payá ◽  
Begoña Gros ◽  
Begoña Pique ◽  
Laura Rubio
Keyword(s):  
Service Learning ◽  
Theory And Practice ◽  
Design Based Research ◽  
Collaborative Processes ◽  
Project Construction ◽  
Service Learning Projects ◽  
Competencias Profesionales ◽  
The One ◽  
The Relationship ◽  
Learning Projects

Resumen:La mejora de los procesos de formación inicial y continuada del profesorado a partir del diálogo entre el conocimiento surgido de la experiencia y el conocimiento teórico, no se produce de forma espontánea. Es necesario promover y dotar de instrumentos a los estudiantes para adquirir competencias profesionales adecuadas. El proyecto Construcción de conocimiento pedagógico a partir de la transferencia de experiencias de aprendizaje servicio en la formación inicial de maestros y maestras, investigación basada en el diseño (design-based research), tiene como objetivo mejorar el nexo entre la teoría y la práctica, facilitando procesos mediante los cuales estudiantes y docentes piensan sobre la formación y el aprendizaje que pretenden llevar a cabo. El principal objetivo de este artículo es presentar los resultados obtenidos en esta investigación. Por un lado, la batería de instrumentos para extraer conocimiento de las situaciones de experiencia desarrolladas en los proyectos de aprendizaje servicio. Por otro, el proceso de validación de dichos instrumentos. Se ha llegado a ambos resultados a partir de procesos colaborativos entre los diferentes agentes implicados. Abstract:The improvement of the initial and continuous teacher training based on the knowledge arise from the experience and the theoretical knowledge, does not occur spontaneously. It is necessary to provide tools that facilitate the appropriate professional skills to students. The project- Construction of pedagogical knowledge from the transfer of service learning experiences in the initial training of teachers - is a design-based research that has as a main goal to improve the relationship between theory and practice. The aim of this contribution is to describe and analyse the results obtained during the co-design process and to analyse the validation of the tools developed during the research. On the one hand, the battery of instruments to extract knowledge of the experience situations arising from service learning projects. On the other, the process of validation of these instruments. Both results have been achieved through collaborative processes between the different agents involved.

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.

Dave Snowden on KM and big data/analytics: interview with David J. Pauleen

2017 ◽  
Vol 21 (1) ◽  
pp. 12-17 ◽  
Author(s):  
David J. Pauleen
Keyword(s):  
Big Data ◽  
Data Analytics ◽  
Big Data Analytics ◽  
Theory And Practice ◽  
Content Type ◽  
Face To Face ◽  
The Relationship ◽  
A Company ◽  
Practical Implications ◽  
Scientific Officer

Purpose Dave Snowden has been an important voice in knowledge management over the years. As the founder and chief scientific officer of Cognitive Edge, a company focused on the development of the theory and practice of social complexity, he offers informative views on the relationship between big data/analytics and KM. Design/methodology/approach A face-to-face interview was held with Dave Snowden in May 2015 in Auckland, New Zealand. Findings According to Snowden, analytics in the form of algorithms are imperfect and can only to a small extent capture the reasoning and analytical capabilities of people. For this reason, while big data/analytics can be useful, they are limited and must be used in conjunction with human knowledge and reasoning. Practical implications Snowden offers his views on big data/analytics and how they can be used effectively in real world situations in combination with human reasoning and input, for example in fields from resource management to individual health care. Originality/value Snowden is an innovative thinker. He combines knowledge and experience from many fields and offers original views and understanding of big data/analytics, knowledge and management.

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

scholarly journals Building Community and Fostering Health and Well-Being through a Collaborative School Based Project

2021 ◽  
Author(s):  
Abimbola O. Asojo ◽  
Hoa Vo ◽  
Suyeon Bae ◽  
Chelsea Hetherington ◽  
Sarah Cronin ◽  
...  
Keyword(s):  
Elementary School ◽  
Service Learning ◽  
Interior Design ◽  
Self Regulation ◽  
Well Being ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Service Learning Projects ◽  
Dining Room ◽  
Learning Projects

This article presents lessons learned from collaborative service-learning projects aimed at bridging the gap between theory and practice by providing students design experiences in authentic settings. Interior design students gained disciplinary and civic benefits while problem solving for a preK-5 elementary school calming room, dining room, and teacher sanctuary. The elementary school teachers and staff reported the redesigned calming room supported students’ emotional and self-regulation skills. Teachers and staff also reported the dining room and teacher sanctuary supported the school community well-being. The authors’ present findings and hope the article can serve as a model for educators interested in community building service-learning projects in school environments.

scholarly journals Ujamaa and Universal Design: Developing Sustainable Tactile Curricular Materials in Rural Tanzania

2018 ◽  
Vol 1 (2) ◽  
pp. 128-136
Author(s):  
Alisha M. B. Braun ◽  
Betty Okwako-Riekkola
Keyword(s):  
Service Learning ◽  
Student Teachers ◽  
International Development ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Diverse Range ◽  
Plastic Bags ◽  
Service Learning Projects ◽  
Curricular Materials

Purpose: This article illustrates the power of collaboration in the spirit of Ujamaa to build curricular materials that can engage and support the learning of a diverse group of students in under-resourced environments. The authors reflect on their personal experience overseeing collaborative service learning projects with Tanzanian partners through a study abroad programme.Method: The service learning project took place in a rural primary school in northern Tanzania, characterised by large class sizes and the unavailability of teaching and learning materials.Tactile curricular materials were collaboratively developed by Tanzanian student teachers, practising teachers, and American undergraduate students. Locally available and recyclable materials were used, such as plastic water bottles, tubing, plastic bags and cardboard boxes.Results: Examples of curricular materials that were developed are presented, and lessons learned through the experience are shared.Conclusion: The use of locally available, recyclable materials enhanced sustainability. Having sustainable curricular materials that are accessible to a diverse range of students in under-resourced educational settings has the potential to foster learning for all. The underlying cultural concept of interconnectedness or Ujamaa strengthened the collaborative relationship between participating teachers and students, and can be drawn upon to enhance future service learning and international development efforts in education.

Civic Minor in Urban Youth and Communities

2017 ◽  
pp. 48-65
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Katie E. Brown ◽  
Michael Williams
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Urban Youth ◽  
Interdisciplinary Approach ◽  
Limited Experience ◽  
Diverse Communities ◽  
Service Oriented ◽  
Service Learning Projects ◽  
The Relationship ◽  
Learning Projects

Service-learning is commonly employed in teacher preparation within the bounds of discipline-specific methods courses. This chapter presents an overview of the Civic Minor in Urban Youth and Communities program, which takes an interdisciplinary approach to service-learning as an ethos rather than a limited experience bounded by content area or grade level. In this three-course sequence, students examine the relationship between education and citizenship, design and implement their own service-learning projects, and learn how to implement service-learning in their future classrooms. This immersive experience provides students with a de-centering experience that promotes an asset-based, service-oriented approach to diverse communities.

scholarly journals Serving Children and Adolescents in Need during the COVID-19 Pandemic: Evaluation of Service-Learning Subjects with and without Face-to-Face Interaction

2021 ◽  
Vol 18 (4) ◽  
pp. 2114
Author(s):  
Li Lin ◽  
Daniel T. L. Shek
Keyword(s):  
Service Learning ◽  
Children And Adolescents ◽  
Youth Development ◽  
Teaching And Learning ◽  
Well Being ◽  
Outcome Evaluation ◽  
Human Interaction ◽  
Face To Face ◽  
Service Leadership ◽  
The Impact

The coronavirus disease (COVID-19) outbreak has posed a great challenge to teaching and learning activities in higher education, particularly for service-learning subjects that involve intensive human interaction. Although service-learning may be transformed to a virtual mode in response to the pandemic, little is known about the impact of this new mode on student learning and well-being. This paper reports a university credit-bearing service-learning subject that involves services toward needy children and adolescents in a non-face-to-face mode under COVID-19 pandemic. We examined the effectiveness of this subject by comparing it with the same subject delivered via a face-to-face mode. Objective outcome evaluation via a pretest-posttest comparison (N = 216) showed that the students who took service-learning subjects with and without face-to-face interaction showed similar positive changes in positive youth development competences, service leadership qualities, and life satisfaction. Subjective outcome evaluation (N = 345) also showed that most students were satisfied with the subject, instructors and benefits regardless of the service mode. The findings highlight the important role of non-face-to-face service learning in promoting college students’ positive growth and well-being.

Developing the skills of future teachers to fine-tune pupils’ learning through lesson studies

2016 ◽  
Vol 5 (3) ◽  
pp. 239-254 ◽  
Author(s):  
Mylene Ducrey Monnier
Keyword(s):  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Mental Arithmetic ◽  
Theory And Practice ◽  
Fine Tuning ◽  
Content Type ◽  
Trainee Teachers ◽  
Training Approach ◽  
The Relationship

Purpose – The purpose of this paper is to present an adaptation of the lesson study (LS) approach to the training of future generalist teachers. It aims to improve their interactions with pupils when fine-tuning their learning process. The reiteration of study cycles enables a critical analysis of trainee teacher’s interventions in the light of pupils’ responses and work. It thus allows students to improve their interventions by employing new theoretical contributions, for instance, about the management of both uncertainty and didactic heterogeneity which are two fundamental concepts in the relationship between teaching and learning. Design/methodology/approach – The training portfolios handed in by students at the end of the semester include the transcripts of the records of all teacher-pupil interactions for five LS cycles with the corresponding work of pupils. These portfolios conserve traces of the learning process from the first to the last interventions of the trainee teachers with their pupils. The portfolios analyzed for this paper deal with the teaching of mental arithmetic at elementary school. Findings – The analysis aims to pinpoint transformations enacted by trainee teachers in how they intervene with pupils and how their actions incorporate new theoretical contributions. Practical implications – This analysis shows that LS, as a training approach, can facilitate the articulation of theory and practice and enable teachers to experience the effects of improved teaching on pupils’ learning. In terms of training, it makes it possible to understand how theoretical choices take on meaning in the improved practices of trainee teachers. Originality/value – The interest of this contribution lies in the presentation of successive transcripts obtained during an LS approach and in the description of levers that such an approach provides for teaching training.

Transformative Learning

2019 ◽  
Vol 10 (4) ◽  
pp. 1-15
Author(s):  
Laura Landry-Meyer ◽  
Su Yun Bae ◽  
John Zibbel ◽  
Susan Peet ◽  
Deborah G. Wooldridge
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Good Practice ◽  
Transformative Learning Theory ◽  
Face To Face ◽  
Short Term Study ◽  
Teaching In Higher Education

The aim of this article is to connect transformative learning theory with the practice of teaching in higher education. Connecting theory to effective active learning pedagogy is good practice in teaching adults, andragogy. Using transformative learning theory as a guide, this article describes the historical evolution of transformative learning theory and describes specific application in higher education using Chickering and Gamson's principles of undergraduate education. The discussion of teaching and learning examples from face-to-face, online, service-learning, and short-term study abroad contexts provide the reader with concrete applications.

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