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Week 3 Discussion Question
The need to understand the role of service-learning for success in technology-based courses lies in implementing different learning modes and acquiring experience in the real-world practice of learned material. For example, the longest engagement of students in civil engagement results in deeper learning and yields significant community impact. Technology-based courses can involve assignments that stem from service-learning experiences that directly contribute to the students grade (Odegard, 2015). Collaboration with other students while covering learning material is also critical to enhancing their understanding. Understanding the correlation between academic study, practical experience, and civic engagement in complementary learning intersects with service learning. This approach enables them to identify acceptable service opportunities on learning materials and ensure the learning activities are integrated to connect with the courses academic and civic learning objectives.
The academic preparation to ensure success in the service-learning project would involve setting learning objectives and planning the course work and service-learning objectives. Ensuring the students have enough time to gain knowledge on-site and that activities are connected to the courses academic and civic learning objectives (Odegard, 2015). Preparing the students to learn from the community by seeking the community to provide opportunities through the faculty and giving them access to material from previous service-learning projects. Lowering the distinction between community learning and classroom learning role since focusing on one form of learning, such as community learning, may impede the students learning.
Accommodating various variations to the learning objectives outcomes since variations in the roles students play in-service experience creates room for a variety of students learning outcomes. Creating direct guidance channels for students is also important to assist students in selecting suitable research subjects and applying suitable methodological approaches (Odegard, 2015). Differentiating the grading of different activities, such as internship and academic learning, is essential to help students integrate regular and continuous analysis of new experiences using provided evaluation paradigms.
References
Odegard, S. (2015).Guide to Service-Learning. Unlv.edu. Retrieved 12 July 2022, from https://www.unlv.edu/sites/default/files/page_files/27/UNLV-Guide-to-Service-Learning.pdf.
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