The Power of T-Groups and Experiential Learning. If you are reading this paper you are preparing to embark on a unique learning journey. The majority of. Learn leadership and group membership skills by participating freely with. D Cube R2 Software Testing. Approach (with Ted) and/or some might add that they, too, have had difficulty. Learning group leadership an experiential approach ebook, learning group leadership an experiential approach pdf, learning group leadership an experiential approach doc and learning group leadership an experiential approach epub for learning group leadership an experiential approach read online or learning group.

Holly McCracken Capella University At the time of writing Holly McCracken was the Director of Online Programs in the College of Liberal Arts and Sciences at the University of Illinois Springfield. Holly is currently a Professor at Capella University in the School of Undergraduate Studies, where she is affiliated with the First Course and Business Programs. She has taught at both undergraduate and graduate levels in the areas of experiential learning, liberal studies, adult and post secondary education, online teaching and learning, and training and performance improvement. Her current research interests include adult and transformative learning, adult literacy, academic outreach and workforce education, and instructional technologies. Holly may be reached at holly.mccracken@capella.edu. Lionel Loueke Heritage Rapidshare Search. Teaching and Learning Social Justice through Online Service-Learning Courses October – 2010 Teaching and Learning Social Justice through Online Service-Learning Courses Kathy L.

Guthrie Florida State University Holly McCracken Capella University Abstract Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice. Keywords: Social justice; experiential education; service-learning, leadership; online learning Introduction Contemporary higher education has a responsibility to prepare students to solve social problems on local and global levels; to this end, teachers are challenged to enable as diverse a context for learning and living as possible (Hurtado, 2005). It is critical to educate students with respect to social issues in general and to address such issues within a context of justice and oppression (Goodman, 1995).

Social justice, civic engagement, and leadership become a joint focus for collaborative discourse and action in an experientially based learning process that helps students to identify global injustices and oppression. Such opportunities assume exciting dimensions when facilitated in virtual learning environments. Directing communication and problem-based analyses with geographically dispersed peers who do not come into physical contact with one another defuses what Merryfield calls “triggers of difference” and thus allows a measure of anonymity, which some students find empowering and essential to discovering their individual “voices” in the unfolding of difficult dialogues (2003, p. Additionally, studying with a diverse group of participants naturally creates opportunities to compare and contrast a range of experiences occurring within local cultures and communities.

Instruction in the virtual classroom, when coupled with on-site service experiences, creates opportunities for a unique combination of learning activities constructed to be individually and collectively relevant and focused on real-world problems. Freire (1970) wrote that such “Problem-posing education affirms men and women as beings in the process of becoming” (p. 84), a foundational concept that guides education in general and that has specific implications for civic engagement situated in community-based learning. The following article explores social justice pedagogy in an online service-learning course, including an analysis of student perceptions of the impact of individual and collective experiences on learning outcomes. Examining the potential of such pedagogies in a virtual environment helps educators to identify the foundational best practices and technological tools that create supportive yet challenging virtual classrooms in which relevant and meaningful interactions become vital in meeting academic goals (MacKnight, 2000).

Literature Review Critical to the course focused on for this study is the integration of experientially based learning situated in local communities and facilitated so as to engage students from diverse backgrounds.