Singapore University of Social Sciences

Learning in Service-Learning: An Experiential Pedagogy

Applications Open: To be confirmed

Applications Close: To be confirmed

Next Available Intake: To be confirmed

Schemes: Lifelong Learning Credit (L2C)

Language: English

Duration: 6 months

Fees: To be confirmed

Area of Interest: To be confirmed


Synopsis

GSP505 Learning in Service-Learning: An Experiential Pedagogy focuses on the learning in service-learning – on its practice as pedagogy in global, regional and local contexts. Service-learning is a relatively new field with definitions and core principles fiercely debated. Pedagogy is thus still evolving. To understand the complexities and implications of this evolution, this course dissects how learning in service-learning is defined, who gets to define it, where the learning takes place, how it takes place, how it is organised, by whom and for whom. Each of these factors has an impact on the fundamental power relations between the various stakeholders in service-learning, with far-reaching implications on what learning is. They therefore affect how practitioners and policymakers conceptualise and theorise their vision of learning in service-learning to achieve their intended objectives, the nature of students’ learning experience and its potential impacts within educational institutions. This course is delivered face-to-face.

Level: 5
Credit Units: 5
Presentation Pattern: Every semester
E-Learning: BLENDED - Learning is done MAINLY online using interactive study materials in MyUniSIM. Students receive guidance and support from online instructors via discussion forums and emails. This is supplemented with SOME face-to-face sessions. If the course has an exam component, this will be administered on-campus.

Topics

  • How learning in service-learning is characterised, categorised, and theorised: Where and what is the learning in service-learning?
  • Expressions of learning in service-learning in curricular and co-curricular contexts in secondary and higher education; and youth and community development, domestically and internationally: diverse goals, pedagogical strategies, outcomes, etc.
  • Experiential learning theoretical frameworks that inform and explain service-learning curriculum and pedagogical designs for achieving learning in service-learning.
  • Approaches to service-learning curriculum design in Singapore and the wider ASEAN region. How do regional cultures and institutional contexts affect these designs and their intended outcomes?
  • How service-learning research has documented and/or questioned learning outcomes in service-learning.
  • Critical pedagogical challenges for service-learning practitioners in achieving learning outcomes in service-learning.

Learning Outcome

  • Critique service-learning’s diverse theories, principles, strategies and practices of identifying and supporting the learning in service-learning modules, courses and programmes;
  • Appraise diverse, often contested, theories and concepts of learning and their relationships with experiential learning theories;
  • Evaluate concepts of service-learning as an experiential pedagogy; and
  • Assess how service-learning pedagogy is reflected in service-learning practice in Singapore, and across the field internationally.
  • Construct a good understanding of curricular and co-curricular forms of service-learning in Singapore;
  • Compare case examples of service-learning in Singapore and elsewhere; and
  • Design a list of useful resources (books, journals, programmes, organisations, websites, etc.) related to service-learning curriculum and programmes, which students know of or have access to, to be shared with colleagues.
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