Wearing Multiple Reflexive Hats: The Ethical Complexities of Media-Oriented Community Engaged Learning

Smeltzer, Sandra

doi:10.1007/978-3-030-44389-4_7

Cited by 2 publications

(1 citation statement)

References 54 publications

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“…While service-learning instructors aim to prepare students for 'the good, the bad, and the ugly' aspects of this form of community-oriented, hands-on pedagogy (Smeltzer, 2020), there was no way of foreseeing that students would finish their final university semester in the midst of a pandemic. As a result of school closures and the implementation of social distancing measures, students either transitioned their service-learning work online (e.g., delivering presentations via Zoom and completing research projects remotely) or prematurely concluded their placement.…”

Section: Introductionmentioning

confidence: 99%

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

Smeltzer¹,

Leon²,

Sperduti³

2020

Rev. Iberoam. ApS

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COVID-19 has pervaded all aspects of higher education. Instructors are scrambling to ensure students meet predetermined learning outcomes through online communication and teaching. Students are trying to learn, collaborate, and communicate in new ways with fellow classmates and instructors. As `traditional´ service-learning activities shift to accommodate physical distancing measures and remote learning, and students wrestle with the seismic shifts in their socio-political, economic, and cultural lives, critical reflection is now more important than ever. In this article, we draw on their collective experiences to discuss the importance of establishing an open, honest, and trustworthy environment for students to thoughtfully and productively engage in domestic curricular service-learning endeavours. Specifically, we examine the challenges of facilitating service-learning reflection activities for a fourth-year undergraduate media studies course at Western University (Western), a large, research-intensive publicly funded institution in Canada. The article concludes by offering some key recommendations for how instructors can effectively engage students in critical reflection via online platforms.

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Section: Introductionmentioning

confidence: 99%

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

Smeltzer¹,

Leon²,

Sperduti³

2020

Rev. Iberoam. ApS

Self Cite

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Experiential Learning in the Canadian Communications Landscape

Smeltzer

Pieber

Brooks

2021

Canadian Journal of Communication

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Background: This article critically analyzes the results of an online survey about curricular experiential learning (EL) completed by 36 Canadian communication studies programs. Analysis: Attention is focused on internships, co-ops, and community engaged learning. Six key areas illuminate the current EL terrain: types and scope of EL endeavours, pedagogical requirements and hourly commitments, student remuneration, logistical and scholarly oversight, EL partners and student activities, and stakeholder demand. Conclusions and implications: We highlight five issues emerging from the data that deserve greater attention and argue that scholars must proactively engage in conversations about the role that EL plays in the field. Contexte : Cet article analyse de manière critique les résultats d’un sondage en ligne sur les apprentissages expérientiels complété par 36 programmes canadiens d’études en communication.Cette recherche est devenue de plus en plus importante depuis le développement rapide des apprentissages expérientiels dans les établissements d’enseignementsupérieur en réponse aux pressions exercées par les gouvernements provinciaux, les étudiants, et les administrateurs d’université. Analyse : Six zones clés sont mises en évidence pour éclairer le terrain actuel des apprentissages expérientiels : 1) les types et l’étendue des efforts d’apprentissages expérientiels; 2) les exigences pédagogiques et les engagements horaires; 3) la rémunération des étudiants; 4) la surveillance logistique et scientifique; 5) les partenaires des apprentissages expérientiels et des activités des étudiants; et 6) la demande des parties prenantes. L’attention se concentre sur les formes principales des apprentissages expérientiels dans les études de communication : stages à court et à long terme, coopératives et apprentissage en milieu communautaire. Conclusions et implications : Les spécialistes en communication doivent s’engager de manière proactive dans des conversations sur le rôle des apprentissages expérientiels sur le terrain; l’article met en évidence cinq points focaux émergeant des données qui méritent une attention particulière.

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Wearing Multiple Reflexive Hats: The Ethical Complexities of Media-Oriented Community Engaged Learning

Cited by 2 publications

References 54 publications

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

Experiential Learning in the Canadian Communications Landscape

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