Service Learning

In this term we combine two aspects, learning goals and community service. It is a strategy that integrates meaningful community service with teaching and learning. This strategy also combines instruction and reflection to enhance learning experience and teaching civic responsibility to strengthen community. Janet S. Eyler and Dwight E. Giles, Jr. state

“a form of experiential education where learning occurs through a cycle of action and reflection as students. . . seek to achieve real objectives for the community and deeper understanding and skills for themselves. In the process, students link personal and social development with academic and cognitive development . . . experience enhances understanding; understanding leads to more effective action.”

6 Qualities of service-learning

1 Integrative: The service-learning experience goes beyond traditional ideas of classroom learning, practicum training or off-campus volunteering, holistically integrates class learning objectives, faculty guidance, as well as community perspective and priorities.

2 Reflective: “The process of reflection is a core component of service-learning, where practitioners and researchers identical have concluded that the most effective experiences are those that provide ‘structured opportunities’ for learners to critically reflect upon their service experience.

3 Contextualized: Service-learning provides students a unique opportunity to access knowledge and expertise that resides in the context of community. There is opportunity to connect the knowledge of a discipline, as explored in class, to the knowledge in practice, as evidenced in communities.

4 Strength-based: Service-learning draws upon existing community strengths and resources, and honors community members and organizations as co-educators of students.

5 Reciprocal: In service-learning relationship community offers some measure of benefits and students give time, talent and intellectual capital in order to gain deeper understanding of course material and the nuanced nature of social issues.

6 Lifelong: By synthesizing theory and practice, this educational method provides a distinctive, meaningful and influential life experience. Students build relationships, solve problems, value a sense of community and gain self-awareness. It can influence one’s career path and enhance civic responsibility.

Gamification

Gamification describes the process of applying game-related principles — particularly those relating to user experience and engagement — to non-game contexts such as education. (David L, 2016)

In the digital generation gamification has become a method to encourage specific behaviors, and should growth motivation and engagement. However found in marketing strategies, it is now implemented in many educational programs. Gamification is assisting educators to find the balance between achieving their objectives and the student needs.

Game Elements in learning involves incorporating game elements to motivate learners.

• Immediate feedback
• Fun
• “Scaffolded learning” with challenges that increase
• Mastery (for example, in the form of leveling up)
• Progress indicators (for example, through points/badges/leaderboards, also called PBLs)
• Social connection
• Player control

Benefits to Gamification in education offers many possible benefits, including

• Students feel ownership over their learning
• More relaxed atmosphere in regard to failure, since learners can simply try again
• More fun in the classroom
• Learning becomes visible through progress indicators
• Students may uncover intrinsic motivation for learning
• Students can explore different identities through different avatars/characters
• Students often are more comfortable in gaming environments

Huang and Soman define a five part process for applying gamification to the instructional environment.

Bibliography

David L. (2016, January 26). Retrieved from "Gamification in Education," in Learning Theories: https://www.learning-theories.com/gamification-in-education.html

Gaya, J. (2013, January 21). Retrieved from Pros And Cons Of Campus Learning Vs Online Learning: https://elearningindustry.com/pros-and-cons-of-campus-learning-vs-online-learning

Hall, M. (2013). Retrieved from What is Gamification and Why Use It in Teaching?: http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/

Joe Bandy, A. D. (2017). Retrieved from What is Service Learning or Community Engagement?: https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-engagement/

M. Clevenger-Bright, K. H. (2012). Retrieved from Service learning: http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/service-learning/

Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Smith, M. k. (2002). Retrieved from Malcolm Knowles, informal adult education, self-direction and andragogy, the encyclopedia of informal education,: hhttp://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-and-andragogy/

© 2017, Andreas Holzer - Learning Theories