Service Learning In Online Courses

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Dr. Jean Strait, Hamline University presentation for Minnesota Campus Compact webinar on service-learning in online courses

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

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