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This book serves as an introduction to using online teaching
technologies and hybrid forms of teaching for experiential learning
and civic engagement. Service-learning has kept pace neither with
the rapid growth in e-learning in all its forms nor with the
reality that an increasing number of students are learning online
without exposure to the benefits of this powerful pedagogy.
Eservice-learning (electronic service-learning) combines
service-learning and on-line learning and enables the delivery of
the instruction and/or the service to occur partially or fully
online. Eservice-learning allows students anywhere, regardless of
geography, physical constraints, work schedule, or other access
limitations, to experience service-learning. It reciprocally also
equips online learning with a powerful tool for engaging students.
In eservice-learning, the core components of service, learning, and
reflection may take a different form due to the online medium-for
example, reflection often occurs through discussion board
interactions, journals, wikis, or blogs in an eservice-learning
course. Moreover, the service, though still community-based,
creates a world of opportunities to connect students with
communities across the globe-as well as at their very own doorstep.
This book introduces the reader to the four emerging types of
eservice-learning, from Extreme EService-Learning (XE-SL) classes
where 100% of the instruction and 100% of the service occur online,
to three distinct forms of hybrid where either the service or the
instruction are delivered wholly on-line - with students, for
instance, providing online products for far-away community partners
- or in which both are delivered on-site and online. It considers
the instructional potential of common mobile technologies - phones,
tablets and mobile reading devices. The authors also address
potential limitations, such as technology challenges, difficulties
sustaining three-way communication among the instructor, community
partner, and students, and added workload. The book includes
research studies on effectiveness as well as examples of practice
such drafting grants for a community partner, an informational
technology class building online communities for an autism group,
and an online education class providing virtual mentoring to
at-risk students in New Orleans from across the country.
This book serves as an introduction to using online teaching
technologies and hybrid forms of teaching for experiential learning
and civic engagement. Service-learning has kept pace neither with
the rapid growth in e-learning in all its forms nor with the
reality that an increasing number of students are learning online
without exposure to the benefits of this powerful pedagogy.
Eservice-learning (electronic service-learning) combines
service-learning and on-line learning and enables the delivery of
the instruction and/or the service to occur partially or fully
online. Eservice-learning allows students anywhere, regardless of
geography, physical constraints, work schedule, or other access
limitations, to experience service-learning. It reciprocally also
equips online learning with a powerful tool for engaging students.
In eservice-learning, the core components of service, learning, and
reflection may take a different form due to the online medium-for
example, reflection often occurs through discussion board
interactions, journals, wikis, or blogs in an eservice-learning
course. Moreover, the service, though still community-based,
creates a world of opportunities to connect students with
communities across the globe-as well as at their very own doorstep.
This book introduces the reader to the four emerging types of
eservice-learning, from Extreme EService-Learning (XE-SL) classes
where 100% of the instruction and 100% of the service occur online,
to three distinct forms of hybrid where either the service or the
instruction are delivered wholly on-line - with students, for
instance, providing online products for far-away community partners
- or in which both are delivered on-site and online. It considers
the instructional potential of common mobile technologies - phones,
tablets and mobile reading devices. The authors also address
potential limitations, such as technology challenges, difficulties
sustaining three-way communication among the instructor, community
partner, and students, and added workload. The book includes
research studies on effectiveness as well as examples of practice
such drafting grants for a community partner, an informational
technology class building online communities for an autism group,
and an online education class providing virtual mentoring to
at-risk students in New Orleans from across the country.
When considering inequality, one goal for educators is to enhance
critical engagement to allow learners an opportunity to participate
in an inquiry process that advances democracy. Service?learning
pedagogy offers an opportunity to advance engaged?learning
opportunities within higher education. This is particularly
important given the power dynamics that are endemic within
conversations about education, including the conversations around
the Common Core, charter schools, and the privatization of
education. Critical inquiry is central to the ethos of
service?learning pedagogy, a pedagogy that is built upon community
partner participation and active reflection. Within higher
education, service?learning offers an important opportunity to
enhance practice within the community, allowing students to engage
stakeholders and youth which is particularly important given the
dramatic inequalities that are endemic in today's society.
When considering inequality, one goal for educators is to enhance
critical engagement to allow learners an opportunity to participate
in an inquiry process that advances democracy. Service?learning
pedagogy offers an opportunity to advance engaged?learning
opportunities within higher education. This is particularly
important given the power dynamics that are endemic within
conversations about education, including the conversations around
the Common Core, charter schools, and the privatization of
education. Critical inquiry is central to the ethos of
service?learning pedagogy, a pedagogy that is built upon community
partner participation and active reflection. Within higher
education, service?learning offers an important opportunity to
enhance practice within the community, allowing students to engage
stakeholders and youth which is particularly important given the
dramatic inequalities that are endemic in today's society.
Service-learning is a powerful method of teaching and learning that
has been used effectively for more than two decades. Its efficacy
has been researched in a variety of ways and this volume continues
to expand that research base. In particular, in this volume,
Service-Learning Pedagogy: How Does It Measure Up?, we explore
three broad areas of service-learning research and practice that
reflect broader discussions of the role of pedagogy in today's
educational reform efforts: TeacherEducation, Crossing Boundaries:
Deepening Relationships in Service-Learning and New
Paradigms/Conceptual Frameworks. Many have called for more rigorous
methods when researching service-learning pedagogy. That has been
the major impetus for this volume. We seek to generate knowledge
regarding service-learning pedagogy, while developing theories
about it. We surface some elusive affective characteristics of the
pedagogy, which we know has the power to produce transformational
learning. To this end, the authors who have contributed to this
volume effectively add to the growing body of knowledge in the
field and help us get closer to understanding the extent to which
service-learning does and does not measure up.
Service-learning is a powerful method of teaching and learning that
has been used effectively for more than two decades. Its efficacy
has been researched in a variety of ways and this volume continues
to expand that research base. In particular, in this volume,
Service-Learning Pedagogy: How Does It Measure Up?, we explore
three broad areas of service-learning research and practice that
reflect broader discussions of the role of pedagogy in today's
educational reform efforts: TeacherEducation, Crossing Boundaries:
Deepening Relationships in Service-Learning and New
Paradigms/Conceptual Frameworks. Many have called for more rigorous
methods when researching service-learning pedagogy. That has been
the major impetus for this volume. We seek to generate knowledge
regarding service-learning pedagogy, while developing theories
about it. We surface some elusive affective characteristics of the
pedagogy, which we know has the power to produce transformational
learning. To this end, the authors who have contributed to this
volume effectively add to the growing body of knowledge in the
field and help us get closer to understanding the extent to which
service-learning does and does not measure up.
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