Service-Learning

Orientation
Jimi D. Caldea
Service-Learning Specialist

Center For Social Concern And Action

( C O S C A ) , 2 n d F l r. B r. C o n n o n H a l l
Social
Development
Arm
Outline
1. SL Theoretical Context and DLSU SL Background
2. SL Definition and its Elements
3. SL Process Flow and the Lasallian Reflection Framework (LRF)
4. eService-Learning: Context and Definition
5. eSL Process Flow
6. eSL Expected Outcomes
7. General eSL Reminders
Outline
1. SL Theoretical Context and DLSU SL Background
2. SL Definition and its Elements
3. SL Process Flow and the Lasallian Reflection Framework (LRF)
4. eService-Learning: Context and Definition
5. eSL Process Flow
6. eSL Expected Outcomes
7. General eSL Reminders
The Progressivism:
Community Service and
Public Education (1835)
“education through the
experience of the world”

“"enlightened" participation must

be encouraged, and civic skills
taught in public schools so that
American democracy could survive.”

Horace Mann, Twelfth Annual Report Covering the Year 1848

(Boston, Ma: Dutton and Wentworth, State Printers, 1849), 90.
Individualism
Ivory Tower
Community Service
in Public Education
Penn Normal
School:
the Birth of
Service-Learning
Practice (1862)
Liberated
Slave
Population
 Pragmatism:
The Service-learning Philosophy is Born
Pragmatism
1. A philosophical school
established by William
James, Charles Sanders
Pierce, and John Dewey;
and
2. A Pedagogical Philosophy, which is about:
a. Experiential Learning; and
b. Practical Learning - “real-world Applications of lessons”
 Education
and Service
Intertwined
Connecting
Classroom
Learnings to
Real Life
Experiences
 Influence of the
Philosophy of Pragmatism
in Education
Context of DLSU Service-Learning:
Lasallian Mission
Context of DLSU Service-Learning:
Lasallian Mission

1. Principles of Lasallian Education in

the Philippines

2. Principles of Lasallian Social

Development
The Five Core Principles of Lasallian Schools
Processing and
Reflection
sessions
The Five Core Principles of Lasallian Schools
Service-Learning
Projects
The Five Core Principles of Lasallian Schools
Genuine Dialogue
The Five Core Principles of Lasallian Schools
Service-Oriented
The Five Core Principles of Lasallian Schools
Inclusive Inclusive
Outline
1. SL Theoretical Context and DLSU SL Background
2. SL Definition and its Elements
3. SL Process Flow and the Lasallian Reflection Framework (LRF)
4. eService-Learning: Context and Definition
5. eSL Process Flow
6. eSL Expected Outcomes
7. General eSL Reminders
Course-based, credit-bearing, educational
experience in which students:

a. PARTICIPATE in an organized service

SERVICE-
activity that meets identified community
needs, and

b. REFLECT on the service activity in such a

way as to gain understanding of course
LEARNING
(Bringle and Hatcher. 1995, p112)
content, a broader appreciation of the
discipline, and, an enhanced sense of civic
responsibility.
 KEY ELEMENTS OF SERVICE-LEARNING

COURSE- REFLECTION RECIPROCITY CIVIC

BASED • LINK SERVICE • PARTNERSHIPS EDUCATION
EXPERIENCE • SERVING TO
WITH COURSE LEARN
REQUIREMENT • LEARNING TO
SERVE
De La Salle University is a
leading Learner-centered and
Research University Bridging faith
and scholarship, attuned to a DLSU’S
sustainable earth and in the service VISION-MISSION
of Church and society, especially the
poor and marginalized.
Outline
1. SL Theoretical Context and DLSU SL Background
2. SL Definition and its Elements
3. SL Process Flow and the Lasallian Reflection Framework (LRF)
4. eService-Learning: Context and Definition
5. eSL Process Flow
6. eSL Expected Outcomes
7. General eSL Reminders
 S-L PROCESS FLOW
Faculty involvement
Class
Discussion
and
Theoretical
Inputs Needs Processing
Community Service Course
Visit and analysis and Plan and Reflection Grading
integration Service Plan Implementa
Service- Development tion
Learning
Principles
and
Concepts ;
Community
Partner
Orientation
 S-L PROCESS FLOW
Faculty involvement
Class
Discussion
and
Theoretical
Inputs Needs Processing
Community Service Course
Visit and analysis and Plan and Reflection Grading
integration Service Plan Implementa
Service- Development tion
Learning
Principles
and
Concepts ;
Community
Partner
Orientation
 S-L PROCESS FLOW
Faculty involvement
Class
Discussion
and
Theoretical
Inputs Needs Processing
Community Service Course
Visit and analysis and Plan and Reflection Grading
integration Service Plan Implementa
Service- Development tion
Learning
Principles
and
Concepts ;
Community
Partner
Orientation
 S-L PROCESS FLOW
Faculty involvement
Class
Discussion
and
Theoretical
Inputs Needs Processing
Community Service Course
Visit and analysis and Plan and Reflection Grading
integration Service Plan Implementa
Service- Development tion
Learning
Principles
and
Concepts ;
Community
Partner
Orientation
 S-L PROCESS FLOW
Faculty involvement
Class
Discussion
and
Theoretical
Inputs Needs Processing
Community Service Course
Visit and analysis and Plan and Reflection Grading
integration Service Plan Implementa
Service- Development tion
Learning
Principles
and
Concepts ;
Community
Partner
Orientation
 S-L PROCESS FLOW
Faculty involvement
Class
Discussion
and
Theoretical
Inputs Needs Processing
Community Service Course
Visit and analysis and Plan and Reflection Grading
integration Service Plan Implementa
Service- Development tion
Learning
Principles
and
Concepts ;
Community
Partner
Orientation
 S-L PROCESS FLOW
Faculty involvement
Class
Discussion
and
Theoretical
Inputs Needs Processing
Community Service Course
Visit and analysis and Plan and Reflection Grading
integration Service Plan Implementa
Service- Development tion
Learning
Principles
and
Concepts ;
Community
Partner
Orientation
 LASALLIAN REFLECTION FRAMEWORK

Faculty involvement
Class
Discussion
and
Theoretical
Inputs Needs Processing
Community Service Course
Visit and analysis and Plan and Reflection Grading
integration Service Plan Implementa
Service Development tion
Learning
Principles
and
Concepts ;
Community
Partner
Orientation

See-
Experience
Masid-Danas Analysis –
Reflection Commitment-
Suri-Nilay Action
Taya-Kilos
 Lasallian Reflection Framework

ANALYSIS-
REFLECTION Cycles of Improvement
SURI-NILAY
SEE-
EXPERIENCE
MASID-DANAS

COMMITMENT-
ACTION
TAYA-KILOS
Outline
1. SL Theoretical Context and DLSU SL Background
2. SL Definition and its Elements
3. SL Process Flow and the Lasallian Reflection Framework (LRF)
4. eService-Learning: Context and Definition
5. eSL Process Flow
6. eSL Expected Outcomes
7. General eSL Reminders
 E-Service-Learning
occurs when the instructional component, the service component,
or both are conducted ONLINE

Service-Learning e-S-L Online Learning

E-Service-Learning is the INTERSECTION of

service-learning and online learning
CONTEXT of eSL
• Proliferation of online learning or
distance education in various schools
over the decade (Waldner et al, 2012)
• The average annual growth rate of online enrollments in
the United States between 2003 and 2009 was nearly
20% in higher learning institutions (Allen & Seaman,
2009).
• In fact, in 2010, 63% of all traditional schools agreed that
online education was critical to their future class
offerings.
• Over 5.6 million students are currently enrolled in online
courses with U.S. universities (Allen & Seaman, 2010).
• These numbers indicate a 17% increase in online
enrollment since 2008 and suggest that online learning
will play a critical role in education in the future (Allen &
Seaman, 2009).
Outline
1. SL Theoretical Context and DLSU SL Background
2. SL Definition and its Elements
3. SL Process Flow and the Lasallian Reflection Framework (LRF)
4. eService-Learning: Context and Definition
5. eSL Process Flow
6. eSL Expected Outcomes
7. General eSL Reminders
1

2
Service-Learning Expected Outcomes:
1. SL Project Output Completion
2. Partner Communities Satisfaction
3. Student Satisfaction
4. Interaction Among Stakeholders
5. Skills Building
 eService-Learning Process Flow

PHASES ACTIVITIES PLATFORMS SCHEDULE LEAD WORK INSTRUCTIONS

1. Service-Learning Class Orientation  SLP sends Faculty (1) the eSL and (2) the Partner
using Synchronous and Community Orientation Videos.
Asynchronous tools  Faculty will share these videos with the class
AnimoSpace/AVP
a) AVP of eService-Learning; and
b) AVP of Class assigned Partner
1. Orientation Phase  COSCA
Community Week 2-4
(Masid-Danas)  Faculty
 Students create eSL project plan using the “eSL
Zoom/Meet/ Project Proposal Form” to be submitted to faculty
1. eSL Project Identification and
Email/Viber/ and SLP.
Planning
Messenger/SMS  SLP stakeholders keep their communication line
open for possible eSL Project related questions
 Faculty shares with SLP updates of students’ eSL
1. eSL Project Update Reporting and
Week 5-10 project, who in turn, forwards the same to the
2. Service Proper Phase Feed Backing Zoom/Meet/  COSCA
class’ PC for comments.
(Suri-Nilay) AnimoSpace  Faculty
2. eSL Experience Presentation and  Faculty shares google drive with SLP the groups’
Week 11
Group Reflection eSL Experience PowerPoint Presentation
 Faculty shares the google drive with SLP the
1. Submission of eSL Project Outputs
Email/Google Drive Week 12-13  Faculty groups’ eSL Final Project Output and Individual
and Reflection Papers/Journals
Reflection Papers/Journals (all in soft copy)
3. Post Service Phase 2. Administration of Online Evaluation  SLP shares with faculty the link of eSL evaluation
(Taya-Kilos) Google form/Email Week 14  COSCA
0n Students’ Satisfaction on eSL google form for students to accomplish
 SLP shares with PNDP the students’ eSL outputs
3. Facilitate Project Turnover Email Week 15  COSCA for turnover to class’ PC
 eService-Learning Process Flow

PHASES ACTIVITIES PLATFORMS SCHEDULE LEAD WORK INSTRUCTIONS

1. Service-Learning Class Orientation  SLP sends Faculty (1) the eSL and (2) the Partner
using Synchronous and Community Orientation Videos.
Asynchronous tools  Faculty will share these videos with the class
AnimoSpace/AVP
a) AVP of eService-Learning; and
b) AVP of Class assigned Partner
1. Orientation Phase  COSCA
Community Week 2-4
(Masid-Danas)  Faculty
 Students create eSL project plan using the “eSL
Zoom/Meet/ Project Proposal Form” to be submitted to
1. eSL Project Identification and
Email/Viber/ faculty and SLP.
Planning
Messenger/SMS  SLP stakeholders keep their communication line
open for possible eSL Project related questions
 Faculty shares with SLP updates of students’ eSL
1. eSL Project Update Reporting and
Week 5-10 project, who in turn, forwards the same to the
2. Service Proper Phase Feed Backing Zoom/Meet/  COSCA
class’ PC for comments.
(Suri-Nilay) AnimoSpace  Faculty
2. eSL Experience Presentation and  Faculty shares google drive with SLP the groups’
Week 11
Group Reflection eSL Experience PowerPoint Presentation
 Faculty shares the google drive with SLP the
1. Submission of eSL Project Outputs
Email/Google Drive Week 12-13  Faculty groups’ eSL Final Project Output and Individual
and Reflection Papers/Journals
Reflection Papers/Journals (all in soft copy)
3. Post Service Phase 2. Administration of Online Evaluation  SLP shares with faculty the link of eSL evaluation
(Taya-Kilos) Google form/Email Week 14  COSCA
0n Students’ Satisfaction on eSL google form for students to accomplish
 SLP shares with PNDP the students’ eSL outputs
3. Facilitate Project Turnover Email Week 15  COSCA for turnover to class’ PC
Outline
1. SL Theoretical Context and DLSU SL Background
2. SL Definition and its Elements
3. SL Process Flow and the Lasallian Reflection Framework (LRF)
4. eService-Learning: Context and Definition
5. eSL Process Flow
6. eSL Expected Outcomes
7. General eSL Reminders
eService-Learning Expected Outcomes:
1. SL Project Output Completion
2. Partner Communities Satisfaction
3. Student Satisfaction
4. Interaction among Stakeholders
5. Skills Building
Outline
1. SL Theoretical Context and DLSU SL Background
2. SL Definition and its Elements
3. SL Process Flow and the Lasallian Reflection Framework (LRF)
4. eService-Learning: Context and Definition
5. eSL Process Flow
6. eSL Expected Outcomes
7. General eSL Reminders
1. Be attentive to your Partner Community’s Orientation.
2. Create eSL project proposal as a group using the “eSL Project
Proposal Form”
3. Always keep your communication line open
4. Be polite when talking with your Partner Community Leaders
5. Always Document everything that you do related with your eSL

6.
Projects.
Avoid making commitments eSL
Reminders
7. If you have Concerns with the partner, inform COSCA or your
Teacher to help address the issue.
8. Submit eSL OUTPUTS on the agreed date:
– Group eSL Proposal
– Group eSL Project Updates
– Group eSL Experience PPt and Group Reflection
– Group eSL Project Outputs
– Individual Reflections Papers
– Fill out the online eSL Evaluation Form
 Sample Online SL Projects
TYPE SAMPLE ONLINE PROJECTS
Resource mobilization /Small Project Proposal
Donation drive
Webinars
Indirect Legal consultation /advise
Legal review of documents
Project proposal development
Learning materials
Development of promotional materials, websites, etc.
Development of IEC materials
Advocacy
Campaign drive
Instructional videos
Organizational profiling
Research Online survey
Documentation of community history
COSCA SL Specialist EMAIL / Mobile No.
MR. JIMI CALDEA jimi.caldea@dlsu.edu.ph
0908 883 2922
2nd Flr, Br. Connon Hall

Thank you!