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Digital Service Learning in Higher Ed Courses

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As colleges and universities continue to engage in service learning and consider the role of civic engagement within higher education, the role of the internet and the associative digital tools that can be used to improve the world will continue to be part of the conversation. I have executed and guided faculty and institutes on how to design and implement service-learning projects that lean on digital tools to successfully serve the needs of different communities both locally and globally.

Lance Eaton
http://www.LanceEaton.com
@leaton01

Published in: Education
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Digital Service Learning in Higher Ed Courses

  1. 1. Digital Service Learning LANCE EATON LANCE.EATON@REGISCOLLEGE.EDU 20C COLLEGE HALL
  2. 2. Outline ▶ What Is It/What Can It Be ▶ Why do it? ▶ How to do it? ▶ Some examples Resources: http://goo.gl/gwtuqS
  3. 3. What is it? ▶ Pulls together traditional philosophy of service learning and couples with opportunities and possibilities of the digital world. ▶ Contributing to the digital world in a way that builds community, connections, and value to people’s lives, globally. ▶ Does not have to be an online class to do digital service learning. Resources: http://goo.gl/gwtuqS
  4. 4. Why Digital Service Learning? ▶ Giving back to the interwebs. ▶ Leveraging technology to do more than entertain. ▶ Reaching people and communities that are physically removed but may be just as relevant to our lives. Resources: http://goo.gl/gwtuqS
  5. 5. Advantages of Digital Service-Leaning ▶ Flexibility of serving hours ▶ Potential for both local and global impact ▶ Offers creative ways to connect classroom learning with serving the community ▶ Provides a tangible outcome for service-learning ▶ Learn new digitally-related skills ▶ Different types of students and time demands Resources: http://goo.gl/gwtuqS
  6. 6. How ▶ How it fits ▶ Course objectives ▶ Learning outcomes ▶ Why? ▶ What’s the value to their learning? ▶ What’s the value to the community? ▶ Aspects of the project(s)? ▶ Required vs. Either/Or ▶ Value of their grade ▶ Support/Clear pathway ▶ Technical support ▶ Evidence of success ▶ Reflection Resources: http://goo.gl/gwtuqS
  7. 7. How ▶ Gather your supports ▶ Instructional Designer/Instructional Technologist ▶ Reach out to organization/website ▶ Other campus supports (Librarian, Disability Services, etc) Resources: http://goo.gl/gwtuqS
  8. 8. What to Expect? Things can get a lil crazy.
  9. 9. Examples of Digital Service-Learning ▶ Development of web presence or social media campaign. ▶ Critiquing/Editing/Develop website content. ▶ Creating educational content. ▶ Editing or adding of content on Wikipedia or other wiki. ▶ Contributing to a crowd-source program/database. ▶ Providing closed-captioning for course related content. Resources: http://goo.gl/gwtuqS
  10. 10. • Final Essay • Librivox Contribution • Wikipedia Entry • Digital Presentation • Open Option Resources: http://goo.gl/gwtuqS Final Project Options
  11. 11. • Contributing to American literature’s reach. • Giving voice to texts that have been silent. • Providing a voice for a text. Resources: http://goo.gl/gwtuqS Librivox Project
  12. 12. Details: • Narrate 1 or more works of 15+ minutes of recording. • Read a work in its entirety. • Limit choices to works written by the authors explored. • Don’t need to buy recording equipment for this project. • Perform some research around the story and author to get a sense of its history and significance. • Write a 600+ word reflection essay that discusses their experience in choosing, researching, and narrating the particular writing(s) and how it changed their understanding and experience of the story. Evaluation • Clear, projective, and mistake-free recording of the written work. • Proper introduction material (each Librivox recording has a brief introduction). • The recording has been added to a specific collection. • A well-written reflection that provides insight on the process and experience. Resources: http://goo.gl/gwtuqS Librivox Contribution
  13. 13. The Fight by Augustus Baldwin Longstreet http://uploads.librivox.org/ruthieg/shortstory058_thefight_ df_128kb.mp3 Up the Slide by Jack London http://www.archive.org/download/short_story_054_1302_l ibrivox/shortstory054_16_uptheslide_cv.mp3 Resources: http://goo.gl/gwtuqS Student Examples
  14. 14. • Contributing to writing in the public. • Contributing to a new form of writing. • Contributing to knowledge building. • Engaging in public debate. Resources: http://goo.gl/gwtuqS Wikipedia Project
  15. 15. 1. Create/develop a Wikipedia entry on a writing, its content, meaning, and importance. Students may also find a poorly developed entry and further develop it. 2. Acquire the instructor’s permission before moving forward. 3. Must limit their choices to exploring works written by the authors explored in this course. Evaluation 1. Ability to research and gather credible sources 2. Discuss the text in clear, analytical, and articulate ways 3. Provide a solid and substantial contribution to Wikipedia of some 1200-1500 words. 4. Use their own words entirely. Resources: http://goo.gl/gwtuqS Wikipedia Contribution
  16. 16. “Understanding how the story should sound, and trying to reflect that into a recording was a much harder task, then I originally thought. I found myself re-recording entire paragraphs, not just because I messed up the wording, which happened to me with every paragraph, but because what I just recorded did not sound like it went with what the story was trying to convey.…I made careful note of the end punctuation before I started reading the sentence, in order to make sure that I knew how to annunciate it. I also took note of any commas that were in the sentence to make sure I stopped at the right points, to read the story as exactly written. I caught myself a couple of times, reading a sentence like it had a period at that the end, instead of an exclamation point, or question mark.” Resources: http://goo.gl/gwtuqS Reflective Essay Excerpts
  17. 17. “I was not really impressed with the plot of the story the first time I read through the story, but the more I read the story in preparation for narration, the more I began to understand why the story was written. Reading it several times also helped me to gain more knowledge on the ways in which many southerners viewed the rising tensions over slavery in the United States." "Doing the narration for this story gave me the ability to set my mind back to that time period, and it allowed me to enjoy reading the story much more." Resources: http://goo.gl/gwtuqS Reflective Essay Excerpts
  18. 18. Questions & Thoughts?
  19. 19. Thank you Lance Eaton Lance.eaton@regiscollege.edu Resources: http://goo.gl/gwtuqS

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