Communicating for Change (Syllabus) (original) (raw)
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Frequent notice at conferences via presentations Fall 2015 incoming cohort Fall 2018 incoming cohort Fall 2018 incoming online student preliminary info 29 CAMPUS EVENTS LIVE-STREAMED Online students can access on-campus activities via live-stream, with 29 live-streamed events offered in the academic year 2017-18. Many OPPORTUNITIES TO PARTICIPATE IN CAMPUS LIFE Online students have many opportunities to participate in CSSW student activities, including Community Day, Self-Care Day, student caucuses, and as editors/authors for the Columbia Social Work Review. AGENDA Welcome, agenda, objectives, introductions Literature review Logistical concerns that must be addressed prior to the start of the semester Considerations for designing activities and classroom materials that fully engage both online and on-campus students and build one cohesive classroom community, rather than two segregated groups of students Methods for managing the technology in the physical classroom, or when taking online students along on a field trip off campus Turn & talk Student feedback Wrap up and Q&A AGENDA Welcome, agenda, objectives, introductions Literature review Logistical concerns that must be addressed prior to the start of the semester Considerations for designing activities and classroom materials that fully engage both online and on-campus students and build one cohesive classroom community, rather than two segregated groups of students Methods for managing the technology in the physical classroom, or when taking online students along on a field trip off campus Turn & talk Student feedback on the first pilot course Wrap up and Q&A AGENDA Welcome, agenda, objectives, introductions Literature review Logistical concerns that must be addressed prior to the start of the semester Considerations for designing activities and classroom materials that fully engage both online and on-campus students and build one cohesive classroom community, rather than two segregated groups of students Methods for managing the technology in the physical classroom, or when taking online students along on a field trip off campus Turn & talk Student feedback on the first pilot course Wrap up and Q&A
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Service learning integrates students' experiences into the curriculum for students to become change agents. Due to COVID-19, the School of Education Graduate Studies program adopted Flexible e-service Learning (FeSLP) in collaboration with Xavier Ateneo's Service-Learning Program and Bukidnon Mission Schools. The study determined how FeSLP was integrated into the Graduate studies curriculum during the new normal. The study used participatory action research. Purposive sampling was used with 18 Masters and 9 Ph.D. students. The Graduate students had brainstorming sessions on how to address the community's needs. Conducting a webinar and providing modules, were then implemented. Findings revealed that FeSLP is beneficial in integrating students' academic and social formation. Students have internalized the objectives of the program, which helped them achieve the learning outcomes. However, some challenges were observed in courses that need in-depth interaction and immersion in communities for meaningful engagements. Nonetheless, the community was grateful for the provisions of materials that helped their instruction during the pandemic. Graduate students also shared that their experiences had helped them become more reflective about the significance of the course and their role in the contextual application. Their collaboration enlightened their perspectives toward their work and studies as agents of change.
Communication centers and oral communication programs in higher education: Advantages, challenges, and new directions , 2012
Computer-assisted instruction has altered the practices and learning experiences of institutions of higher education like no other previous media technology (De-Lacey & Leonard, 2002; Radcliffe, 2002). Computer-mediated communication allows the user to easily do message transmission, exchange, and interaction processing. Paralleling the rapid diffusion of the Internet has been the Internetbased course management system (Fredrickson, 1999). A course management system (CMS) is a platform that allows for computer-assisted instruction, which is defined as, "computer-presented instruction that is individualized, interactive, and guided" (Steinberg, 1991, p. 2). Communication centers have an opportunity to expand their influence through the use of course management systems; integration of the course management system allows the center to reach students who might not feel comfortable attending the center for face-to-face consultations through computer-mediated communication (see Griffiths & Miller, 2005). Computer-mediated communication, available through a CMS, "involves two or more computer users who use their machines to share messages" (Kuehn, 1994, p. 173). Computer-mediated communication, a standard and accepted mode of communication at college and university campuses (McCollum, 1998), has the potential to create an avenue for centers to network and communicate with students in a habituated virtual environment. Moreover, institutional socialization of course management software has become standard in higher education