UC Service Learning, Yearbook 2020

#2 REFLECTION This instance is decisive in the teaching-learning process, promotes the impact generated by the developed project , generates a sense of belonging with what has been done together with the Community Partners. It is where critical thinking takes center stage and educational and social transformation occurs. We must always systematize ref lection activities, in them we f ind learning, strategies and new chal lenges. #3 FOLLOW-UP TO WORK WITH COMMUNITY PARTNERS Consider monitoring the work done with Community Partners in a later period (6 months or 1 year) and thus be aware of the impact (or not) that was caused in the community. In addition, this allows validating the proposals made at the beginning or even reformulating those and seeing the opportunity for a new collaborative work. The systematization of this proposal links the Teacher research with the community led by students who strengthen new forms of learning and innovation in education. #4 INTERDISCIPLINE Increasingly important as it allows complementing different visions and solutions to a common challenge. Invites students and Teachers to develop learning in a holistic way, teamwork, respectful of knowledge and discipline in order to contribute to a social problem.

These spaces refer to the activities and experiences that develop as a result of the link established between students, Teachers and Community Partners and most of the time we can glimpse new forms, challenges and strategies, once the projects are finished. That is why - and as input for the consultation with Teachers who implement SL - four challenges have been identified that promote a strengthening of the methodology, but more importantly, in the work we develop with our communities, and the impact that They have in the formative process of the students, since it is the interaction, mutual learning and empathy that is achieved during the development of the course, one of the experiences most valued by students. #1 COMMUNICATION It must be active and find in the new technological tools the way to know ourselves and not consider virtuality as a barrier, but as a bridge that allows us to continue connecting the knowledge of the academy with the real and felt needs of the community. Within communication, it must be efficient (align expectations, communicate the work to be developed, co-build the project, report on the activities to be developed). Promoting this communication brings us closer to the empathy and commitment that a course with SL implies. All actions require a three-dimensional intention, that is, students, Teaching Staff and Community Partners are responsible for the project.

#VIRTUAL IMPLEMENTATION MODEL The power of transformation of the methodology allowed the development of transversal skills such as social commitment, empathy, creativity and collaborative work, deploying innovation capacities in real remote environments. The encounter with the other allowed to make visible the diverse and complex contexts in which SL was developed and the adaptation of. Finally, the Teachers teams adopted the SL model to virtual mode, demonstrating its flexibility; The students were able to apply disciplinary learning results and strengthen the transversal skills declared by the university; communities are strengthened and deliver essential educational value; and finally, despite the context, a deep reflection was generated on the professional and social role that we exercise as responsible citizens in the development of the country. Talking about challenges is undoubtedly getting involved in new learning and taking a position in continuing the opportunities for improvement that co- construction spaces offer us, particularly those that the Service Learning methodology provides.

During 2020, the implementation of Service Learning was carried out in a distance format. Despite this, the UC students were able to apply the learning results of the course in practical service activities. #KNOWLEDGE OF DIFFERENT The knowledge of different disciplines was made available for the construction of solutions to social problems. The UC Teachers teams designed projects seeking coherence between disciplinary learning, the learning methodology and the defined assessment strategies, bringing academic work closer to the needs of the communities. The students developed services that made it possible to overcome the barriers to learning and participation from an inclusive perspective, generating proposals with a language that allows empathizing and generating links. New strategies for working with the community, artistic manifestations were developed, products that promoted access to literature, infographics that aimed to promote health care, lines of action that allowed the accompaniment and care of older adults , care proposals socio-environmental and organizational strengthening

Learning and Challenges UC Service Learning Yearbook 2020

Learning and Challenges UC Service Learning Yearbook 2020

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