Teaching social justice online with a service learning component Dr. Carmen Mónico, Elon University Dalia El-Khoury, PhD 1Student, VCU 2 Content 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Why teaching online Online learning and learners Teaching social justice The challenge: The online social justice, summer course A tour of the course BB page Examples of service learning activities Course assessments Questions for discussion Resources References 3 Teaching online 1. 2. 3. 4. 5. Online education research highlight building communities online and enabling social presence Online learning enhances student’s subject knowledge, critical thinking, and other learning outcomes Online technologies in higher education are learner-focused and self-directed learning (heutagogy); enable constructivist pedagogy Knowledge and meaning is constantly created through interaction, feedback, collaboration, group activities, and other learning tools Instructors become facilitators of the learning process Palloff & Pratt, 2003, 2007 4 5 Learners National Center for Education Statistics (2002) on enrollment on online courses (Dec 31, 1999): - 65% of 18 y.o. or less - 57% of 19-23 y.o. - 56% of 24-29 y.o. - 63% of 30 y.o. and above Palloff & Pratt, 2003 Current Social Work Distance Education (DE) Program enrollment: 51 Demographics from this class: Total Enrollment: 16 Age 23-30: 58% Age 30-45: 42% Male: 12.5% Female: 87.5% Race/Ethnicity – White: 69% African-American: 19% Latino: 12.5% Geographic Regions: Charlottesville, Fairfax, VA beach, Portsmouth, Mechanicsville, Chesapeake 6 Teaching social justice Social justice is integral to the identity of social work as a profession, and to social workers Diverse definitions: Afford to less fortunate, minorities, persecuted, ostracized, and disadvantaged the same rights, opportunities, and access to resources (Beverley & McSweeney, 1987; King, 1995; Swensen, 1998; Morris, 2002) Wakefield (1998): distributive justice (fair minimum) is the key organizing value Morris (2002): capabilities perspective as a vehicle to undergird oppression 7 Course description and goals Social work's historical and current commitment to social justice as related to oppressed groups in a multicultural society Understanding of appreciation for diversity in self and others Encourages discussion of ethical dilemmas when promoting empowerment and advocacy roles Analyze oppression resulting from persistent social, educational, political, religious, economic, and legal inequalities Study of strengths, needs, and responses of oppressed groups in the U.S. and abroad 8 The challenge Instructor’s prior experience teaching online and in teaching social justice & CTE training (Dr. Mónico) Same course description and goals but an adapted curriculum for online instruction Selected readings and video clippings developed from prior course & Dr. Liz Cramer syllabus Test a newly designed course in only 8 weeks Half of the class wrote 3 short papers as in classroom course, half elected service learning option 9 Blackboard Course Tour 1. 2. 3. 4. 5. 6. Syllabus and course organization (announcements, units, groups) Course documents and videos Weekly discussion board Introduction, Q& A, and assessment blogs Assignment tasks Additional resources 10 Service learning component Service learning: Immediate use of knowledge acquired (90% retention in learning pyramid) Examples: 1. 2. 3. 4. Production of a video with stories about the experience of transgender communities in Washington DC Support for transition from a Dialogue on Race in a Human Rights Commission in Charlottesville Preparation of an instructional manual for relative placement as an alternative to foster care in Alexandria Development of a multicultural training curriculum for volunteers of the Virginia Beach Court Appointed Special Advocates Program 11 Assessments (mid & end point) When assessing your learning at mid-point or at the end of the course, please address the following questions: What have you learned in this course (so far)? How that knowledge and skills have been "operationalized" (put into work) or enhanced in your assignments, service learning projects, at work or at home? How that knowledge and skills acquired are grounded in the social work values? How do you hope to use them in the future? Please provide examples, short stories to share with others in the class! 12 Lessons learned 1. 2. 3. No prior online teaching experience required! Get support from the CTE and colleagues with prior knowledge Required: passion for innovation in pedagogy, “learning by doing,” no fear to make mistakes! 13 Questions for discussion 1. 2. 3. 4. 5. Having no prior online teaching experience, where does one starts? What are the resources available to do so? What are some challenges you face when teaching online? What are some useful strategies and effective tools you use in teaching online? What is the value added of integrating a service learning component into online education? 14 Resources Online Teaching and Learning Resource Guide (through VCU CTE) http://www.vcu.edu/cte/resources/OTLRG/index.html http://www.designingforlearning.info/services/writing/ecoa ch/tenbest.html http://www.educause.edu/ero/article/implementing-bestpractices-online-learning http://www.vcu.edu/cte/resources/OTLRG/00_02_WhitePa per.html Service-learning at VCU: http://www.servicelearning.vcu.edu/ Others? 15 Bibliography Beverly, D.P. and McSweeney, E.A. (1987). Social Welfare and Social Justice. Prentice Hall: Englewood Cliffs, NJ. Morris, P.M. (2002). The capabilities perspective: A framework for social justice. Families in Society, 83(4), 365-373. Palloff, R. N. & Pratt, K (2003). The Virtual Student – A profile and guide to working with online learners. John Wiley & Sons, Inc.: San Francisco, C.A. Palloff, R. N. & Pratt, K (2007). Building online learning communities – Effective strategies for the virtual classroom. John Wiley & Sons, Inc.: San Francisco, C.A. Swenson, C. R. (1998). Clinical social work’s contribution to a social justice perspective. Social Work, 43, 527-537. Wakefield, J. C. (1988). Psychotherapy, distributive justice, and social work. Social Service Review, 62(2), 187-210.