Can Service-Learning Be Successfully Embedded into an

On-line Course? A Description of a Creative Community-Based

Learning Project

Julie Gahimer HSD, PTAssociate Professor

Krannert School of Physical TherapyUniversity of Indianapolis

Indianapolis, IN USA

3rd Annual International Symposium on Service LearningAthens, Greece

November 22-24, 2009

Mission of the University of Indianapolis

Mission of the University of Indianapolis

Krannert School of Physical Therapy

PURPOSES OF PRESENTATION

Service Learning

Bringle 1995

Mark C. Falbo & Nicholas R. Santilli, Serving to Learn: A Faculty Guide to Service Learning, Ohio Campus Compact, 2002, p. 8.

Model of Service Learning

The Learning Pyramid

The Power of Teaching Others!

BENEFICIARIES OF SERVICE LEARNING

University Benefits of Service Learning

Community Benefits of Service Learning

Student Benefits of Service Learning

Skill preparation

Enhanced personalized education

Reflection

Variety of learning styles

Increased relevancy of content

Connections with diverse organizations

Engagement into the community

Student Benefits of Service Learning

Service Learning

Challenges of On-Line Education

• Trends and opportunities– New connections with the wider world– New career directions– Learning from your own experience and the

experience of others

PTPP 540 Course Objectives

Service Learning Project

Community Service Academic Learning

Project

COMMUNITY PRESENTATION GUIDELINES

• Choose a community organization with a need• Choose a topic related to Physical or

Occupational therapy• Design, Implement and Deliver a 1-hour

presentation• Follow grading rubric

Evaluation SheetUNIVERSITY OF INDIANAPOLIS

KRANNERT SCHOOL OF PHYSICAL THERAPYPTPP 540 INSTRUCTIONAL DESIGN AND DELIVERY

JANUARY 26- APRL 24, 2009PRESENTATION TO A COMMUNITY ORGANIZATION (30 POINTS)

Organization of Presentation (10 Points)

________ Creativity of Presentation Name

Inclusion of Key Components (10 Points)

Title page

Table of Contents

Description of learners

Objectives of the unit

Handouts to learners

Visual aids used in presentation

References/resources

Method and tools for evaluation of students

Participants’ evaluations of presenter

Summary critique sheet from facility coordinator

Personal Evaluation of Experience

Writing Style/Composition/Content (5 Points)

Overall Impression (5 Points)

Total (30 Points)

Comments:

Past Presentation Topics and Titles

1. Diabetic Foot Care– “Diabetes: Stay a Step Ahead”– “Diabetes: Give it an inch, it will take a foot”

2.Osteoporosis– A “Bone”-a-fied Lesson in Osteoporosis– Bone Up: Beat Osteoporosis Now!– Osteoporosis: Bear the Weight

3. Tai Chi– “Tai Chi, Got Balance?”

Past Presentation Topics and Titles

4. Obesity Prevention in Children– “Step Outside of the X Box and Run”– “You Have a Lot to Lose” – “Put the Slim Back into Jim”– “Weight a Minute……Let’s Stop Supersizing our Children”

5. Low Back– “Back to Basics”– “Back in Action: Tips for a Healthy Back”– “Be Your Own Body Mechanic”

Past Presentation Topics and Titles

6. Balance– “Head over Heals for Balance” – “How do you stand on Balance? Tools for

the Physical Therapist”– “Stand Tall, Don’t Fall: Tips for Better Balance”– “Keeping Balance in your Life: Promotion Balance for Women

through Exercise and Awareness”

7. Aging– “Resisting the Signs of Aging: Lifting Your Way to Better Health”– “Standing up to 50: Posture, Nutrition and Exercise for the Next

Fifty Years”

Past Presentation Topics and Titles

8. Exercise and Pregnancy“Get in Shape, Baby!”“Born to Exercise”

“Exercise for Two” “Beautiful Pregnancy or Nine Months of Hard Labor”

Locations and Audiences Senior Centers/Older Adult Social Groups/YMCA Hospitals (Employees, Community Fitness Center) Exercise Group for Seniors Church Groups (Adult and Youth) Power Company, Real Estate Company Civic Groups (Rotary, Girl Scouts, Easter Seals) Conferences (professional, parents and patients) Support Groups Assistive Living Centers/Retirement Centers/Nursing Homes Schools (PTA meetings, children’s classrooms)

Learner Evaluations

“Entertaining”“Informative”“Excellent”“Professional”“Awesome”“FUN!”

Coordinator Evaluations “I have never heard a better presentation on the

basics of safe movement for persons with osteoporosis”

“Very well researched, excellent “Very creative, a very refreshing session” “Confident and related well to the group” “Presentation exceeded my expectations” “Felt we could incorporate the information into our

daily work practices to be safer at what we do”

Initial Student Reflection “Panic”

“Preparing a community in-service initially appeared a daunting task. How would I find an audience? Would my presentation be interesting? What kind of visual aids would be most appealing? Where would I do the presentation?

Student Reflections

Student Reflections

Student Reflections

Best Practices for Service Learning

1. Academic credit is for learning, not for service.2. Does not compromise academic rigor3. Learning objectives are established4. Criteria for the selection of service placement is established5. Students are prepared for learning from the community6. Distinction between the students’ community learning role

and classroom learning role is minimal7. Variation in student learning outcomes is common4Adapted from Jeffery Howard, Ed, Service-Learning Course Design Workbook:, MJCSL/OCSL

Press/Univ of Mich,, Summer 2001, pp. 16-19.

Key Ingredients for Successful Service Learning

Rick Gordon, Ed., Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Education by Design, 2000, p. 7.

Outcomes of this Service Learning Project

Unique, individualized projectEstablishment of a community partnerParticipation in community buildingImplementation, assess, and reflection on experienceInexhaustible resource for innovative teaching and active

learning opportunities in an on-line courseEnhances personalized and choice-driven educationThese projects can be incorporated into numerous online

learning courses related to a variety of subjects.Students not only put content from the course into action

but also learn about leadership and citizenship

TAKE HOME MESSAGES

References• Reynolds P. How Service-Learning Experiences Benefit Physical Therapist

Students’ Professional Development: A Grounded Theory Study. J of PT Education. Vol 19, No 1, Spring 2005, 41-51.

• Standards of Practice for Physical Therapy and the Criteria,. Alexandria, Va: American Physical Therapy Association, 2000.

• Principles of good practice in continuing service and learning. J Cooperative Education. 1991; 77, 600-606.

• Village, D, Village S. Service Learning in Geriatric Physical Therapist Education. J of PT Education. Vol 15, No 2 Summer 2001, 42-45.

• Portney LG, Applebaum, DL. Integrating Objective for Clinical Education, Research and Service Learning into Community Health Promotion Projects. J of PT Education. Vol 20, No 3, Winter 2006. 18-24.

• 1Robert Bringle & Julie Hatcher, “A Service-Learning Curriculum for Faculty.” The Michigan Journal of Community Service-Learning, Fall 1995, pages 112-122.

Experience"Experience is not what happens to a man; it is what a man does with what

happened to him." -Aldous Huxley

THANK YOU