“Service learning and problem-based learning (PBL) are distinct”, yet related and potentially synergistic paradigms say McDonald and Ogden-Barnes (2013: 281) and indicate that:
- The essence of problem-based learning (PBL), as form of work-integrated learning (WIL) entail exposure of students to ‘real world’ or simulated organisational or operational challenges, and the development of solutions thereto
- Service learning is deemed valuable in developing the social conscious of students, and is actively promoted as an educational strategy for developing stronger links between the educational institution and its community
PBL resorts within the constructivist paradigm, and is aimed at developing the abilities of students “to think, collaborate, and synthesise in the pursuit of solutions, applying personal, interpersonal, professional and academic learning and experiences to a ‘real world’ issue” (McDonald and Ogden-Barnes, 2013: 281). However, there is a distinct difference PBL and problem-solving learning, in that the latter is concentrated “on eliciting answers to questions posed specifically in relation to the discipline curriculum” they indicate. Furthermore, PBL “is characterized by flexibility and diversity in the sense that it can be implemented in a variety of ways in and across different subjects and disciplines in diverse contexts” they point out. The ultimate success of PBL as “learning strategy is the identification, design and communication of the problem itself, a factor which has been revealed to be complex and multi-dimensional” (p. 282).
Service learning, as form of experiential learning, which entail students and community members together attending to community issues of concern. These issues provide context for academically rigorous assignments, connecting community experience with specific teaching and learning goals. Service learning (SL) is labelled by many alternatives, such as “community-engagement, community-pedagogy, community-knowledge exchange and community-based learning” (McDonald and Ogden-Barnes, 2013: 283). The essence of SL involves students volunteering and applying time, intellect, skills and abilities, as part of their curriculum, towards community advancement. SL may be subject or discipline specific or integrate multiple disciplines in pursuing an educational institution’s community engagement vision and goals. The implementation of effective SL or community engagement (CE) initiatives entail significant resource implications, and may result in real-world versus academic-world contradictions, caution McDonald and Ogden-Barnes (2013: 283).
McDonald and Ogden-Barnes (2013: 290) present the following recommendations with regard to the PBL-SL/CE interface:
- Consider [the] resource implications early and dedicate a working group to design, market and project manage the event
- Position the event against the institution’s community engagement agenda to demonstrate relevance and build internal rapport
- Secure senior management ownership/buy in
- Create a distinct brand, theme and set of promotional resources for the event that is relevant and appealing to both students and stakeholders
- Discuss and manage stakeholder expectations in relation to the problem or challenge[s] identified
- Encourage inter-disciplinary participation via inter-school promotion
- Actively communicate the benefits of participation to all parties: students, faculty, stakeholders
- Provide in situ support to help overcome any learning hurdles
- Ensure strong dialogue between students and organizations over the duration of the event to ensure that the team’s thinking and ideas remains on track
McDonald, S. & Ogden-Barnes, S. (2013). Problem-based service learning with a heart: Organizational and student expectations and experiences in a postgraduate not-for-profit workshop event. Asia-Pacific Journal of Cooperative Education, 14(4), 281-293. Electronically accessible from https://www.ijwil.org/files/APJCE_14_4_281_293.pdf
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