Class on October 2nd

Last night, I had to miss the last half of the class due to a conflict with my work. I will document what the first class was about: 1. Declarative Knowledge 2. Concept 3. Procedure 4. Principle 5. Problem Solving 6. Attitude (All presentations by students. At the end of each presentation, how each type of process would applied to ArtSmart or Climate Change projects was discussed.) Further thoughts about my "Service-Learning Design" -Reciprocal process between the course (students) and the community partner (stake-holders)

Reciprocal processes occur between the two different perspectives in service-learning:

Students:
Principle-based (Structured instructional design-based)
Process-based
Heuristic process (redundancy)
Concentric/centrifugal
Single perspective
Principled

Stake-holders:
Customer service-based (Situation-based)
Product-based
Efficient process (practicality)
Eccentric/centripetal
Multiple perspectives
Intuitive

One example of reciprocity is that, in the case of EDCI 572 students will make recommendations to Climate Change authors: some of their lesson plans exhibits misallignment. Although they want the lessons are problem-solving based inquiry oriented learning, some lessons are declarative knowledge based. These lessons will have to be converted into problem-based.

All above might be related to the discussion of "engagement vs. service."

Another idea is that, as far as students’ perception, it really does not matter if the community partner is within the community or not. It could be anywhere. It could be a company outside Indiana. Students don't care if this activity is enhancing their sense of civic responsibility. The activity is authentic, which is what all matters to them. However, if it is community, it might be easier to see the product later. It might be easier to conduct interviews with 4th graders, teachers, and stakeholders. However, it is a company (entity pursuing profits), students might be more interested in future possibility of employment with them (if they are in the market the students would go in).

Either way, a reciprocal, constructive process is expected for a good result of the course.

Shigetake