Service Learning In Online Courses

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    17-Aug-2015
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Transcript of Service Learning In Online Courses

  1. 1. Service-Learning in Online Courses Minnesota Campus Compact Webinar:February 9, 2010
  2. 2. How are faculty currently using s-l online?
    • Multiple Pathways for integration
      • Individual students create an action and implementation plan with a local community partner
      • Instructor and community partner joint plan for all students in the same course
  3. 3. Pathway 1- Individual partnership
    • Students investigate course content and make personal linkage to local community partner
      • Link course skills to community need
      • Create an individualized action plan and log
      • Create measurements to see effectiveness
  4. 4. Benefits of model 1
    • Students have to link the content tothe community
    • Multiple issues are addressed
    • Multiple communities have impact
  5. 5. Challenges
    • With 30-40 students in a class, how can a faculty member keep track of 30-40 community partners?
    • Does the community partner have access to the course, instructor, and university providing the course?
  6. 6. Potential Solutions
    • Consider assigning students to work in small group teams of 5-6 with a community partner
    • Have an area on the on-line course structure where community partners can meet/discuss with each other and the instructor
  7. 7. At the University Level
    • Work with your CBL office when planning
    • Survey students to determine previous experience with s-l/CBL
  8. 8. Pathway 2:Faculty and Community design
    • Faculty and community partner match course content with the community partner need
      • All students work with ONE community site
      • Students may work on different projects or needs at the same site
  9. 9. Benefits
    • Instructor and community partner offer similar experience for all students in a course.
    • Larger group of students can have a greater impact on one community partner vs. drive-by with multiple sites.
  10. 10. Challenges
    • With distance learning, it is very difficult to have students in the same geographic location with one community partner.
    • Like f-t-f service learning, 30-40 students will overwhelm a community partner.
  11. 11. What types of service are students engaging in?
    • Early on (2003) models used separate place-based volunteering at individual community partner sites.
    • Later models (2006) began using the community-based research model.
      • Here, students, instructors and community partners co-create both the experience andassessment measures
  12. 12. My examples
    • Bemidji State Universitystudents chose individual partners and planmost students were spread throughout the state of Minnesota.
    • Hamlinestudents worked with one community partnermost students were local commuters
  13. 13. Current ModelHamline University Each One, Teach One
    • LEAD based not course based
    • Goal:Keep middle school students IN school
    • Hamline students work withNew Orleans middle school students on-line for an academic year.
    • Hamline students travel to New Orleans for face-to-face work 2-3 times per yearand stay in the project for 2-3 years on average.
  14. 14. What opportunities could online s-l create?
    • International
    • Rural
    • Areas without an institution of Higher ed.
  15. 15. What are the next steps for online s-l?
    • Tools
      • Cell phones
      • Twitter
      • blue tooth
      • Holograms??
  16. 16. What are the next steps for online s-l?
    • Building capacity
      • Experiment with variations on current models
      • Collectivegroup to gather and disseminate research
      • Mentoring teams to create new models, research, and tiered levels of service-learning.
  17. 17. What are the next steps for online s-l?
    • Sharing resources across institutions/community partners
    • Sharing resources within stakeholder groups
      • MCC
      • AACU
      • NYLC
  18. 18. What are the next steps for online s-l?
    • What do you think the next steps are or should be?
    • Wheres the research evidence for effective online
    • service-learning?
    • How can online service-learning create transformational change in the community?