scholarly journals Una experiencia de aprendizaje-servicio en la asignatura «Bases anatómicas y fisiológicas del movimiento» del Área de Didáctica de la Expresión Corporal (A service-learning experience in the subject «Anatomical and physiological bases of movement» belongi

Retos ◽  
2015 ◽  
pp. 122-127
Author(s):  
Jesús Gil Gómez ◽  
Óscar Chiva Bartoll
Keyword(s):  
Physical Education ◽  
Service Learning ◽  
Learning Experience ◽  
Youth Leadership ◽  
Practical Implementation ◽  
Methodological Innovation ◽  
Civic Skills ◽  
The Subject ◽  
The One ◽  
K 12

El presente artículo expone una experiencia innovadora de aprendizaje-servicio diseñada y aplicada en el Área de Didáctica de la Expresión Corporal de la Universitat Jaume I. Concretamente se trata de una aplicación basada en el documento «Estándares de Aprendizaje-Servicio K-12 para la Práctica de Calidad» propuesto en 2008 por el  National Youth Leadership Council de Estados Unidos. En esta aplicación didáctica han intervenido, por una parte, el alumnado de la asignatura «Bases anatómicas y fisiológicas del movimiento», perteneciente a la titulación de maestro y maestra de la Universitat Jaume I, y por otra parte, varias entidades sociales centradas en la atención a personas con dificultades motrices derivadas de diversas patologías anatómicas y/o fisiológicas. A través de esta metodología el alumnado universitario ha aplicado los conocimientos específicos de la asignatura en cuestión, para prestar un servicio a la comunidad. Así, no sólo ha aprendido los contenidos curriculares pertinentes de un modo práctico y significativo, sino que además ha puesto en juegosu competencia social y ciudadana. En definitiva el artículo recoge, una a una, las diferentes fases llevadas a cabo en esta experiencia de aprendizaje-servicio en el ámbito de la educación física: el diseño, la aplicación práctica y la valoración final de la misma. Palabras clave: Aprendizaje-Servicio, Didáctica de la Educación Física, Innovación Metodológica, Diversidad Funcional, Educación Superior.Abstract: This paper presents the design and implementation of an innovative service-learning experience carried out in the  Physical Education Department of the Universitat Jaume I. The experience is based in the «K -12 Service -Learning Standards for Quality Practice» proposed in 2008 by the National Youth Leadership Council of the U.S. In this didactic application there were involved different groups of people. On the one hand, it involved the students of the subject «Anatomical and physiological bases of movement», belonging to the teaching degree of the Universitat Jaume I. On the other hand, there were involved several social organizations which are focused on care for people with mobility difficulties arising from various anatomical and/or physiological conditions. Through this methodology, our students used their knowledge of this subject, to provide a service to the community. Thus, they learned the most relevant contents in a practical and meaningful way, and at the same time they also developed their social and civic skills. The article covers, step by step, the different phases carried out in this service-learning experience implemented in the field of physical education: the design, the practical implementation and the assessment.Key words: Service-Learning, Physical Education Teaching, Methodological Innovation, Functional Diversity, Higher Education.

Media Literacy Facilitation as Service Learning and Public Engagement

2022 ◽  
pp. 499-522
Author(s):  
Christine Olson ◽  
Erica Scharrer
Keyword(s):  
Service Learning ◽  
Media Literacy ◽  
Interactive Media ◽  
Media Analysis ◽  
Practical Implementation ◽  
Written Feedback ◽  
Communication Course ◽  
K 12 ◽  
Practical Constraints

This chapter offers insights from a 15-year partnership between a public university and local K-12 schools to explore how the facilitation of media literacy education (MLE) programs by university students can offer rewarding outcomes for both research and learning. The MLE program that serves as the case study for this chapter takes place at local elementary schools each spring in conjunction with an undergraduate communication course and includes interactive media analysis discussions as well as a culminating creative production activity. Reflections and written feedback from participating graduate, undergraduate, and elementary students emphasize the strengths of this pedagogical model for collaboration and learning while also acknowledging the practical constraints of such a partnership. By detailing the institutional-level support, instructional design, and practical implementation of this MLE program, the chapter enumerates the benefits and challenges of engaged research and service learning for advancing media literacy goals.

scholarly journals Examining the Efficacy of E-Service-Learning

2020 ◽  
Vol 5 ◽  
Author(s):  
Michael J. Figuccio
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Service Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Pedagogical Practice ◽  
Course Content ◽  
Face To Face ◽  
The Subject ◽  
Atypical Development

E-service-learning is a pedagogical technique in which instruction and/or service occur online. Students in a distance learning section of Atypical Development created a Google Site with resources for individuals with developmental disabilities. Additionally, students met with youths with developmental disabilities biweekly via Blackboard Collaborate Ultra sessions. At the end of the semester, students completed a questionnaire assessing their e-service-learning experience and wrote reflection papers. Students reported that the e-service-learning experience was related to course content, increased their understanding of individuals with disabilities, increased student engagement, helped them relate the subject matter to everyday life, positively impacted their future academic and career choices, and overall had a positive experience. Students in a traditional face-to-face section of Atypical Development who completed an in-person service-learning project did not significantly differ on any of the aforementioned questionnaire measures. Interestingly, students in the distance learning section reported in their reflection papers that the e-service-learning experience reduced their levels of anxiety. Course evaluations were also examined for both sections. Students in the e-service-learning section reported greater satisfaction than the in-person service-learning course. Specifically, e-service-learning students reported: the instructor attempted to make the course relevant to students; the assignments helped me learn the subject matter; I enjoyed the class greater than students in the in-person service-learning course. These results indicate that e-service-learning is an efficacious pedagogical practice in distance learning courses.

Media Literacy Facilitation as Service Learning and Public Engagement

2018 ◽  
pp. 112-135 ◽  
Author(s):  
Christine Olson ◽  
Erica Scharrer
Keyword(s):  
Service Learning ◽  
Media Literacy ◽  
Interactive Media ◽  
Media Analysis ◽  
Practical Implementation ◽  
Written Feedback ◽  
Communication Course ◽  
K 12 ◽  
Practical Constraints

This chapter offers insights from a 15-year partnership between a public university and local K-12 schools to explore how the facilitation of media literacy education (MLE) programs by university students can offer rewarding outcomes for both research and learning. The MLE program that serves as the case study for this chapter takes place at local elementary schools each spring in conjunction with an undergraduate communication course and includes interactive media analysis discussions as well as a culminating creative production activity. Reflections and written feedback from participating graduate, undergraduate, and elementary students emphasize the strengths of this pedagogical model for collaboration and learning while also acknowledging the practical constraints of such a partnership. By detailing the institutional-level support, instructional design, and practical implementation of this MLE program, the chapter enumerates the benefits and challenges of engaged research and service learning for advancing media literacy goals.

scholarly journals COMBINING VETERANS AND TEACHERS IN A UNIQUE SERVICE LEARNING EXPERIENCE

2014 ◽  
pp. 381-405
Author(s):  
Mahender Mandala ◽  
Mary Goldberg ◽  
Jonathan Pearlman
Keyword(s):  
Service Learning ◽  
Learning Experience ◽  
Leadership Skills ◽  
Critical Factor ◽  
Learning Program ◽  
Inquiry Based Learning ◽  
Math Teachers ◽  
K 12 ◽  
Near Future ◽  
Two Populations

This paper describes the design-based service learning model utilized to provide an engaging STEM experience to local K-12 science and math teachers and U.S. military veterans returning from service and transitioning to secondary education. A critical factor that can contribute to increased student outcomes from a service-learning program is the level of preparation a teacher has as a mediator of knowledge and an active partner. Professional development activities directed towards in-service teachers could potentially alleviate this issue. Furthermore, such activities, when combined with well-developed inquiry-based learning pedagogy, could provide for increased engagement and understanding of STEM of students. Recent evidence shows that veterans may be more likely than the general population to be interested and well suited for a career in engineering. With more than two million veterans returning from service in the near future, the shortage in undergraduate engineering enrollment could be assuaged. The REVT format at Pitt has the potential to provide veterans with the support to experience STEM without the fear of failure, while allowing teachers to benefit from the field experience and leadership skills of veterans in the program. The juxtaposition of these two populations allows for co-mentoring opportunities, with each group benefiting from contrasting experiences.

scholarly journals Ecological problems of modern central Kazakhstan: challenges and possible solutions

2020 ◽  
Vol 157 ◽  
pp. 03018 ◽  
Author(s):  
Тurgai Alimbaev ◽  
Zhanna Mazhitova ◽  
Bibizhamal Omarova ◽  
Bekzhan Kamzayev ◽  
Kuralai Atanakova
Keyword(s):  
Environmental Problem ◽  
Environmental Crisis ◽  
Practical Implementation ◽  
Economic Potential ◽  
Market Mechanisms ◽  
Economic Changes ◽  
Natural Systems ◽  
Ecological Problems ◽  
The Subject ◽  
The One

This article discusses issues related to the environmental problems in various sectors of the Central Kazakhstan’s economy at the present stage. It is emphasized that the level of environmental pollution is increasing along with industrial progress in coal, non-ferrous and ferrous metallurgy, chemistry, engineering, and the growth of the transport highways network and numerous communications. The authors of the article give examples of how the transition to market mechanisms of economic development generated, on the one hand, the growth of the republic’s powerful economic potential. On the other hand, the increase in industrial production with energy and resource-intensive production has led to a real threat of an environmental crisis in the region. It is concluded that the solution of the environmental problem is possible by preserving and restoring natural systems, a complete social transition to sustainable development by practical implementation of the environmental concept, including natural-resource, techno-economic, demographic and sociocultural aspects. According to the authors, these measures will contribute to the way out of the current environmental crisis, a radical improvement of the environment, will be the key to preserving the ecology of space. The methodological basis of the study was the principle of scientific objectivity, which allowed to analyze the subject under study taking into account the realities of economic changes in the industry.

Mandatory service learning at university: Do less-inclined students learn from it?

2017 ◽  
Vol 20 (3) ◽  
pp. 189-202 ◽  
Author(s):  
Stephen CF Chan ◽  
Grace Ngai ◽  
Kam-por Kwan
Keyword(s):  
Service Learning ◽  
Social Responsibility ◽  
Learning Experience ◽  
Learning Goals ◽  
Learning And Development ◽  
Survey Results ◽  
The Subject ◽  
Mandatory Service ◽  
Experience Survey ◽  
The University

At many universities, there is a growing realization that the university owes a social responsibility to the community. Society invests in its citizens through the university, and the university empowers its students to realize their potential, both as competent professionals and as responsible citizens. This requires the cultivation of attributes such as social awareness, ethical leadership, and social responsibility, which are generally recognized as being difficult to teach in a classroom setting. Service learning is a form of active learning that integrates meaningful service to the community with academic study and reflective learning. In service learning, the learning goals of the students are as important as the benefits of the service that is rendered to the community; in addition, the two are interlinked and mutually reinforcing. Research has shown that service learning contributes positively to the attainment of many of the aforementioned desired graduate attributes for university students. However, there is much controversy about whether service learning should be mandated. There is a need to examine whether and to what extent students’ learning and development from completing a mandatory service learning subject are influenced by their initial inclination. Data described in this article were collected from 756 students via an online post-experience survey. Results show that students’ total learning experience from service learning had a much stronger impact on their learning and development than their initial inclination or even interest in the subject.

scholarly journals Diseño y evaluación de una aplicación para Educación Física de orientación deportiva en el medio natural

2021 ◽  
pp. 43-61
Author(s):  
Remigio Pérez Rabadán
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
New Technologies ◽  
Learning Experience ◽  
Educational Process ◽  
Use Of Technology ◽  
Nuevas Tecnologías ◽  
The Subject ◽  
Teaching Learning

Se trata de una propuesta de innovación que pretende ser realizada en el contexto de las actividades en el medio natural en relación con las tecnologías de la información y comunicación a través de la materia de Educación Física en un centro educativo de Educación Secundaria. Se pretende poder innovar en nuestro contexto educativo con la incorporación de las nuevas tecnologías y poder comprobar los resultados, siendo así el centro de nuestro trabajo el diseño y evaluación de una aplicación que creemos mejora la experiencia de aprendizaje de los estudiantes. La intervención ha consistido, por tanto, en el desarrollo e implementación de una aplicación móvil (Orienta Educación Deportiva) basándonos para ello en el análisis de los criterios de diseño y usabilidad de varias aplicaciones relacionadas con la materia, que propone caminos interactivos y actualizados en el proceso educativo, con el fin de mejorar y enriquecer el proceso de Enseñanza-Aprendizaje del alumnado mediante el uso de dispositivos digitales.En consecuencia, cien alumnos han usado y evaluado esta aplicación durante el curso escolar 2019-2020. Para la evaluación, han cumplimentado un cuestionario sobre su usabilidad y experiencia en el proceso de Enseñanza-Aprendizaje, así como expresado su opinión en relación al uso de la aplicación en orientación deportiva. Tras el análisis de los resultados obtenidos se puede observar que los alumnos valoran la aplicación de forma muy positiva en referencia a las características de la misma con valores de conformidad por encima del 85%, mostrando también un grado de adquisición de nuevos contenidos en su experiencia de aprendizaje con valores del 87%. La Educación Física está llamada a seguir procesos de inmersión digital, asociados al uso de tecnología, especialmente la móvil (Díaz,2019). Por lo que con la implantación de esta propuesta de innovación se intenta fomentar el uso de las nuevas tecnologías. This is an innovation proposal that aims to be carried out in the context of activities in the natural environment in relation to information and communication technologies through the subject of Physical Education in a Secondary High School. The aim is to be able to innovate in our educational context with the incorporation of new technologies and to be able to verify the results, thus being the center of our work the design and evaluation of an application that we believe improves the learning experience of students. The intervention has consisted, therefore, of the development and implementation of a mobile application (Orienta Educación Deportiva) based on the analysis of the design criteria and usability of various applications related to the subject, which proposes interactive and updated paths in the educational process, in order to improve and enrich the teaching-learning process of the students through the use of digital devices.Consequently, one hundred students have used and evaluated this application during the 2019-2020 school year. For the evaluation, they have completed a questionnaire about their usability and experience in the teaching-learning process, as well as expressed their opinion in relation to the use of the application in orientation. After analyzing the results obtained, it can be seen that the students value the application in a very positive way in reference to its characteristics, with conformity values above 85%, also demonstrating a degree of acquisition of new contents in their learning experience with values of 87%. The Physical Education is called to follow processes of digital immersion, associated with the use of technology, especially mobile (Díaz, 2019). Therefore, with the implementation of this innovation proposal, an attempt is made to promote the use of new technologies.  

scholarly journals El desarrollo de competencias en la universidad a través del aprendizaje-servicio / Developing University Student's Competences through Service-Learning

2019 ◽  
Vol 6 (4) ◽  
pp. 275-282
Author(s):  
Sara Ibarrola-García
Keyword(s):  
Decision Making ◽  
Service Learning ◽  
University Students ◽  
Learning Experience ◽  
Team Work ◽  
Social Perspective ◽  
Trabajo En Equipo ◽  
Toma De Decisiones ◽  
The Subject ◽  
Estudiantes Universitarios

ABSTRACTThe objective is to observe in a sample of 155 university students if after participating in the same service-learning experience they manifest similar or different perceptions regarding the understanding of the contents of a subject and the implementation of some skills and attitudes. The data collected show that, the experience helps them to think on the contents studied in the subject. They also perceive that they can develop professional skills, emphasizing to a greater extent the team work, the capacity for reflection, decision making and initiative. From a social perspective, service learning promotes reflection on cultural and communicative differences.RESUMENSe presenta el aprendizaje-servicio como una metodología que favorece el desarrollo competencial en la Educación Superior. Se observa, en una muestra de 155 estudiantes universitarios, si manifiestan percepciones similares o diferentes respecto a la comprensión de los contenidos de una asignatura y la puesta en práctica de algunas habilidades y actitudes. Los datos recogidos ponen de manifiesto que, la experiencia de aprendizaje-servicio les ha ayudada a pensar  sobre los contenidos estudiados; ha favorecido el trabajo en equipo, la capacidad de reflexión, la toma de decisiones y la iniciativa así como la reflexión sobre diferencias culturales y comunicativas.

scholarly journals Técnicas para promover el aprendizaje significativo en Educación Física: Los CMap-Tools (Technics for stimulating meaningful learning in physical education: CMap-Tools)

Retos ◽  
2015 ◽  
pp. 58-62
Author(s):  
María del Carmen Campos Mesa ◽  
María Encarnación Garrido Guzmán ◽  
Carolina Castañeda Vázquez
Keyword(s):  
Physical Education ◽  
Meaningful Learning ◽  
Web Pages ◽  
Innovative Methodology ◽  
Conceptual Maps ◽  
New Methodologies ◽  
The Subject ◽  
The One ◽  
Superior Education ◽  
Microsoft Windows

Con este trabajo queremos dar a conocer nuestra experiencia con una herramienta novedosa para nuestro alumnado de Magisterio de la especialidad de Educación Física: los CMaps Tools, un programa que nos ofrece de forma sencilla y gratuita Microsoft Windows. Esta herramienta ayuda al alumnado, a través de los mapas conceptuales, a desarrollar un aprendizaje significativo. Hemos comprobado como ésta tiene numerosas ventajas. Por un lado consigue estimular el interés del alumnado por los contenidos conceptuales de Educación Física, favorece la creatividad debido a todas las posibilidades que permite el programa de hacer enlaces a imágenes o a páginas Web, etc. y permite al profesorado evaluar de manera formativa el progreso que realiza el alumnado, mientras éstos disfrutan de la posibilidad de trabajar de forma colaborativa a distancia a través de este software. Pensamos que esta herramienta favorece la formación del alumnado en el uso de recursos educativos virtuales y facilita al profesorado la consecución de una metodología activa e innovadora en sus clases, de tal manera que hace operativos los nuevos planteamientos metodológicos del Espacio Europeo de Educación Superior (EEES).Abstract: TIn this study we want to promote our experience with a new tool for our physical education pupils: CMap Tools software, which is free and included in Microsoft Windows. With this tool these pupils will benefit from using conceptual maps and will belong meaningful learning. We have proven that this tool has a lot of advantages. On the one hand it helps arouse the pupils’ interest for the subject and it promotes creativity through all the possibilities of linking and inserting pictures and web pages that this program enables. It also allows the teacher to evaluate the learning process which pupils undergo by working by cooperative way and from a distance with this software. We believe this tool will stimulate the student skills in using virtual learning resources and can help teachers to carry out and develop an active and innovative methodology in their classes, and through this they will be able to get the new methodologies witch the context of European Space of Superior Education promoves.

scholarly journals Gestión de Aula del alumnado universitario en una propuesta de Aprendizaje Servicio en Educación Física en Comunidades de Aprendizaje (University Students’ classroom management in a proposal of Service Learning in Physical Education in Learning Communiti

Retos ◽  
2020 ◽  
pp. 224-230
Author(s):  
Francisco Javier Giles Girela ◽  
Enrique Rivera García ◽  
Carmen Trigueros Cervantes
Keyword(s):  
Physical Education ◽  
Service Learning ◽  
University Students ◽  
Classroom Management ◽  
Critical Incident ◽  
Learning Experience ◽  
Management Skills ◽  
Categorical Analysis ◽  
Main Research ◽  
Research Findings

  El artículo tiene por principal objetivo analizar las percepciones del alumnado universitario sobre la Gestión del Aula en una experiencia de Aprendizaje-Servicio realizada en centros de Comunidades de Aprendizaje. El contexto de la investigación se sitúa en seis centros educativos que acogen mayoritariamente alumnado en situación de exclusión social y, en el alumnado de la asignatura de Didáctica de la Educación Física de la titulación de Grado en Enseñanza Primaria. Metodológicamente la producción de información se ha realizado mediante la narración de incidentes críticos por parte del alumnado universitario, analizados cualitativamente mediante el análisis categorial de matrices de codificación con el software NVivo. Los principales hallazgos de la investigación se centran en la necesidad de utilizar metodologías disruptivas, del tipo del Aprendizaje-Servicio, para mejorar las competencias de gestión en la formación inicial. Además, visualizan que los principales problemas de gestión se centran en la resolución de conflictos y en la interacción con el grupo, así como la dificultad que entraña atender la diversidad en el aula de Educación Física. Por último, todos reconocen el gran aporte que tiene esta metodología para su formación como docente, considerando indispensable el contacto con la realidad del aula a lo largo del proceso formativo.  Abstract. The main purpose of this report is to analyse university students’ perceptions about Classroom Managen ment in a Service-Learning experience carried out in Community Learning schools. The context of this research is represented by six schools mainly hosting students in a social exclusion situation, in Didactics of Physical Educatioof Primary Education Degree. Methodologically, information was obtained through critical incident narratives of university students, analysed qualitatively through the categorical analysis using coding matrices with NVivo software. The main research findings focus on the need to use disruptive methodologies, such as Service-Learning, in order to improve management skills in initial training. In addition, they outline that the main management problems are centred on conflict resolution and interaction with the group, as well as the difficulty of attending diversity in Physical Education classroom. Finally, everyone recognizes the great contribution of this methodology to their teacher training, as they consider contact with the reality of the classroom as essential throughout the training process.

Sign in / Sign up

Export Citation Format

Share Document