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Voluntary work as a base for learning in diverse settings Feset, Turku 8.-10.5.2014 Helsinki Metropolia University of AppliedSciences Senior Lecturers: Niina Manninen ja Mai Salmenkangas
Contents of the presentation Theoretical aspects related to Service Learning model Why to apply Service Learning model KAMU project as a base for implementing Service Learning model Experiences and learning in KAMU project
Service Learning in nutshell “Teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.” (Learn and Serve America National Service Learning Clearinghouse) For students’ learning, it is crucially important that service-learning is linked with the contents of the curriculum (Kurki, L. 2001). Rather than being based on random observations, the learning must be analyzed and conceptualized by the tools that link service and learning and the contents and learning aims of the curriculum. Translation into Finnish “palveluoppiminen”, “vapaaehtoistyössäoppiminen”?
Why Service Learning? There is a great pressure to adjust socio-political measures to fit with the current economic situation -> Finances for social and educational services are to some extent cut down -> The question of self-help and communal activities and volunteer based services is more topical than ever before. In Service Learning projects students work in varied societal settings in collaboration with professionals who represent different fields and backgrounds. This enables the students to understand their service work from multidisciplinary points of view.
Why Service Learning? Service Learning offers balance between service and learning objectives Phases emphasis on reciprocal learning Increases understanding of the content in which service work occurs Focuses on development of civic skills Addresses community identified concerns Involves community in service-learning design and implementation -> Improves participation and social inclusion (Faculty Toolkit for Service Learning in HigherEducation, 2007).
Why Service Learning? Benefits to differentparties The community in which the service is done is receiving additional support for their core functions Universities of Applied Sciences' students benefit by experiencing and reflecting real life encounters with service users in various service contexts Students are a great new volunteer work force that can bring new ideas and develop the services in the volunteer work sector together with the professional volunteer work organization
KAMU project (2013-14) • Aims of the project • Promote the use of Service Learning (SL) model in Finland • Pilot the use of Service Learning model among project partners • Develop support material to carry out Service Learning model (guides, assessmentmaterial, boardgames, dramamethods) • Partners in the KAMU-pilot • Helsinki Metropolia University of Applied Sciences: students of social services • KeskuspuistoVocational College: immigrants with mild or moderate learning disabilities • Kalliola Settlement: organisation promoting volunteer work • Funded by European Social Fund
Aims of KAMU project partners • ALL PARTNERS • Promoting civic skills • Supporting communities and strengthening participation • Disseminating Service Learning model • Providing meaningful learning environments to students • Developing curriculum • Creating new pedagogical tools taking into account different linguistic/ ethnic backgrounds and capacities to learn • Developing volunteer work related training and counselling • Engaging students in volunteer work • Exploring new ways to support the integration of students into the Finnishsociety
Process of KAMU/Buddiespilot Kalliola Settlement Keskuspuisto Vocational College Metropolia UAS Preparation of games 1 SCHOOL YEAR Course on volunteerwork Group activities and games SU PER VI SI ON SU PER VI SI ON SU PER VI SI ON KAMU/ Buddiesactivities Memory boxes Assessment of learningoutcomes and projectoutcomes
Service Learning in multiprofessional, diversesettings • In Metropolia voluntary work is part of curriculum • 4th Work Placement: 5-8 ECTS • Students can choose any form of voluntary work and any setting supporting their professional development • Opportunities for multiprofessional co-operation e.g. • Students of Nursing + Clothing in a pallitive care home • Students of IT + Education giving in asylm seekers reception centres
To supportimplementation of SL-model • Service Learning Guidebookto volunteerworkagencies, Universities and students* • Methods to beused in SL-trainings/ groupactivities • KAMU games and dramamethodsavailable at: http://kamu.metropolia.fi (some in English) • Guidebook on facilitation • Film on multiculturalwork* • Material on KAMU process (canbeadjusted to differentcontexts) • Marketing material • Introductionquestionnaire, contract etc. to students • Assessmentmaterial on learningto students* • Good practices tested during KAMU-project • “Bridge” student doing work placement in a partner organisation • Memory boxmethod to assist in assessment * Ready in autumn 2014
Tasks of partners in SL-model (KAMU-model) VolunteerWorkAgency Municipality/ NGO etc. University/ College/ School Instructions to and orientation of students Training to students on volunteerwork PHASE 1 Practicalarrangements Support to startservice PHASE 2 Service Supervision (learning) Supervision (volunteerwork) PHASE 3 Assessment of learning Support to endservice, assessment PHASE 4
Implementationprinciples of Service Learning Those needing the service are involved in defining the contents of the service (ideally with students) All partners are equally committed to common aims and equally treated Division of labour is clearly defined Systematic reflection and feedback related with the service are ensured Students must have a free choice in order for some elements of voluntary work to be maintained There should be enough flexibility in the aims and implementation of the service
Learning in KAMU and curriculum In the KAMU project we can find and establish the links between the curriculum of the Bachelors of Social Services at Helsinki Metropolia University of Applied Sciences and the service. The themes of diversity, otherness, inclusion vs. exclusion and integration vs. marginalization are crucial both in the curriculum as well as in the KAMU Project’s service-learning model.
Reflection in KAMU • Students will encounter new and sudden experiences as volunteer workers and these experiences should be linked with learning. Reflection is needed; What happened, why it happened, what can you learn from it? • The whole idea of service learning is to actively reflect the service and peer support activities by discussing them together, by writing about them in individual learning journals and by assessing learning in every possible aspect. Service-Learning handbooks that are created in the KAMU project will help the students as well as organizations involved to make the most out of the volunteer work and service learning. • In the KAMU –project following reflection tools were made use of • Learning diary –Individual Learning journal • Group discussions, Reflection meetings at Metropolia and Kalliola Settlement • Group discussion, orientation/feedback meetings at Keskuspuisto Vocational College • Questionnaire to evaluate individual level learning in the Service Learning program
Experiences of students in KAMU The learning experiences of both Keskuspuisto students and Metropolia students have been promising. What seems to be the most important aspect in service-learning such as in the KAMU model, is that learning is reciprocal, reflective and based on shared experiences and communality. The idea of ‘us’; partnership that is based on doing something together and meeting and acting in dialogical relationship Most of the Metropolia students experienced that dialogical relationships were formed towards the end of the KAMU process. The shift from professional, counselor approach changed gradually into partnership, friendship based relationship. The students at Keskuspuisto emphasised though that there was a certain distance between them and Metropolia students. They wished that more friendship –like relationship would develop in the end.
Learning in KAMU Metropolia students Use of plain Finnish in communication Guiding and counselling at an individual and group level Gender roles in different cultures Encounters and creation of dialogical relationship through meaningful and shared activities Keskuspuisto students Learning Finnish and the Finnish society e.g. different occupations Learning new skills, such as baking, painting, drawing etc.
Closingremark Communal activities create a base for our understanding of us, rather than just thinking how different we are, what separates us. During KAMU we have learned something very essential about social pedagogy, encounter and dialogue.
References Final Dissertation of Bachelor of Social Services Student: Minna Lahtinen. 2014. KAMU –läsnä oleva ystävä vai etäinen ohjaaja? Maahanmuuttajien kokemukset KAMU –kaveriohjauksesta. Helsinki Metropolia University of Applied Sciences – Degree Programme in Social Services Curriculum. Available at: http://opinto-opas-ops.metropolia.fi/index.php/en/16183/en/127/SP13S1/year/2013 Kurki, L. 2001. Kasvaminen palvelutehtävään – sosiaalipedagoginen katse vapaaehtoistyöhön. Teoksessa A, Eskola & L. Kurki (toim.) Vapaaehtoistyö auttamisena ja oppimisena. Vastapaino: Tampere, 67-92. Manninen Niina. 16.2.2014. KAMU project – Combining service and learning in promoting integration. Available at: http://kamu.metropolia.fi/wp-content/uploads/2014/02/KAMU-Project_Service-Learning-Case-Model.pdf Reflection discussions and feedback from Metropolia KAMU -Bachelor of Social Services Students. Fall 2013 and spring 2014. Seifer SD and Connors K. , Eds. 2007. Community Campus Partnerships for Health. Faculty Toolkit for Service-Learning in Higher Education. Scotts Valley, CA: National Service-Learning Clearinghouse. Available at: https://ccsr.ku.edu/sites/csl.drupal.ku.edu/files/docs/HE_toolkit_with_worksheets-4.pdf