WEBVTT

1
00:00:02.550 --> 00:00:03.720
Celine Greene (CTL): There we go. Go ahead. Tyler

2
00:00:05.310 --> 00:00:13.950
Tyler Derreth: Right. So today we're talking about critical online service learning connecting our communities more closely with our students and online environments.

3
00:00:16.350 --> 00:00:19.890
Tyler Derreth: So service learning. If you don't know it. This is the idea of

4
00:00:21.090 --> 00:00:33.210
Tyler Derreth: Developing a project with a community organization and housing that within academic courses. So you have students instructors and can you partners working together towards a shared goal.

5
00:00:34.290 --> 00:00:42.150
Tyler Derreth: Now this has been around actually for quite a while. I mean, we can go all the way back to the beginning of the 20th century with john Dewey doing some experiential learning

6
00:00:42.570 --> 00:00:52.080
Tyler Derreth: But the kind that you might be familiar with really hit its peak in the 1990s with traditional service learning. This is the sort of get out and volunteer with your community.

7
00:00:53.100 --> 00:01:05.730
Tyler Derreth: Which is you know the the charitable models, the sort of hierarchical keeping the structure of academia and instructors and students, we know what we're doing. And now we're going to give it to the community.

8
00:01:07.200 --> 00:01:15.450
Tyler Derreth: since then there's been some pushback. I think really warranted push back. I'll get to that in a minute. But first, let's talk about online service learning

9
00:01:16.170 --> 00:01:31.440
Tyler Derreth: Around 2004 there started to be some discussion of hey, we're doing online learning, way more than we used to. With the advent of, you know, increased access internet and being able to build out

10
00:01:32.460 --> 00:01:45.090
Tyler Derreth: Learning management systems and so forth. What if we also move service learning online. What might that be, I'll get into more of the details of online service learning in a minute, but essentially it kept the hierarchical

11
00:01:46.410 --> 00:01:52.770
Tyler Derreth: volunteerism client based work in tact and just moved to the platform to an online space.

12
00:01:53.820 --> 00:02:01.140
Tyler Derreth: Finally, we get some critical service learning happening around the same time, there was a watershed article in 2008 written by to Neil Mitchell.

13
00:02:01.620 --> 00:02:05.970
Tyler Derreth: That laid out these three elements of what critical service learning should do.

14
00:02:06.900 --> 00:02:16.140
Tyler Derreth: That is discordant with traditional service earning it said she said that there should be the development of authentic relationships between people.

15
00:02:16.920 --> 00:02:23.220
Tyler Derreth: It should aim for social change and there should be a redistribution of power dynamics.

16
00:02:23.910 --> 00:02:33.210
Tyler Derreth: And with those three things. What, what then is invited into the project is a real shared vision, you're able to work together to value and understand the

17
00:02:33.450 --> 00:02:43.020
Tyler Derreth: knowledge and experiences that everyone has brings to the table and community gets to maintain control over what is happening in their vision for

18
00:02:44.490 --> 00:02:45.540
Tyler Derreth: Where we're headed together.

19
00:02:46.560 --> 00:02:47.550
Tyler Derreth: And so that is

20
00:02:49.080 --> 00:02:55.170
Tyler Derreth: Probably if not the primary, a very common use of service learning today.

21
00:02:56.070 --> 00:03:09.840
Tyler Derreth: The issue comes in, how to draw critical service learning into online spaces. When we're talking about redistributing power dynamics when we're talking about building authentic relationships understanding context and histories of people who are joining together.

22
00:03:11.850 --> 00:03:14.730
Tyler Derreth: It comes to be a real real question of how we're able to do that.

23
00:03:16.680 --> 00:03:32.310
Tyler Derreth: So let's get a sense, very quickly, of the landscape of online service learning how this has gone. Maybe you've experienced this yourself. I think this reaches beyond classes and even into how we try to manage sort of online projects writ large.

24
00:03:33.720 --> 00:03:42.210
Tyler Derreth: Like I said earlier, it stems from traditional charity and consultative models. So hey, we're going to consult on this project, just tell us what you want will go off and do it.

25
00:03:43.290 --> 00:03:51.960
Tyler Derreth: four main types have been laid out in the literature. Three of them are really hybrid. So either you're learning together in person doing service online.

26
00:03:52.500 --> 00:04:00.690
Tyler Derreth: Or vice versa, or you're doing some in person for both of those things. The last one. The fourth element is called extreme online service learning

27
00:04:01.020 --> 00:04:06.360
Tyler Derreth: And this says everything we do every kind of contact, we have is going to be entirely

28
00:04:07.050 --> 00:04:19.590
Tyler Derreth: Online. So nothing will be in person. And that's the one that we're really looking at, because you know if we can do it in an extreme online service learning type, we should be able to translate that pretty well back out into hybrid versions.

29
00:04:21.870 --> 00:04:29.490
Tyler Derreth: And so what we're looking at here is is how to adjust and much of the literature sort of acknowledges that

30
00:04:30.150 --> 00:04:43.320
Tyler Derreth: Extreme online service learning is limited and its capacity to get at transformational learning to get at critical service learning instead of just maintaining its client consultant based model.

31
00:04:46.890 --> 00:05:02.670
Tyler Derreth: What is the real problem that we're faced with them when we talk about it being limited well right now. There aren't that many theories or frameworks out there for online service learning the ones that do exist name partners as consumers or as clients.

32
00:05:03.840 --> 00:05:12.480
Tyler Derreth: Rather than, you know, community partners. It's very individualized an independent. What I mean by this is that the problem or the project is stated

33
00:05:12.870 --> 00:05:20.670
Tyler Derreth: And then the instructor generally says okay, students, I'm going to ask you individually. Are you in small groups to just go off and do this work.

34
00:05:21.510 --> 00:05:29.280
Tyler Derreth: I'll help guide you when you have questions, and then you give it back to me and the partner and we go on separate ways. The courses over

35
00:05:30.060 --> 00:05:36.330
Tyler Derreth: There's very minimal contact in that way. And so there's there's no real partnership development. There's no

36
00:05:37.320 --> 00:05:49.920
Tyler Derreth: Transformative space for for building these authentic relationships that we talked about are essential in critical service learning much less redistributing power dynamics. I mean, the control is entirely in the hands of the instructor and students at that point.

37
00:05:51.240 --> 00:05:58.290
Tyler Derreth: And finally, something I want to point out, because it's actually very important to building relationships is limited structures for reflection.

38
00:05:58.740 --> 00:06:06.960
Tyler Derreth: And so there's not a lot of meta work of asking yourselves, what is happening here. What are we doing, how are we experiencing this and what what might we change because of that.

39
00:06:07.950 --> 00:06:24.750
Tyler Derreth: So essentially, with all these limitations. The question becomes how do we create an online service learning pedagogy that is instead based on critical service learning rather than traditional models of, you know, charity or volunteerism or client based work is that even possible.

40
00:06:26.670 --> 00:06:32.910
Tyler Derreth: So critical service learning here is the model of Mitchell in 2008

41
00:06:34.500 --> 00:06:44.220
Tyler Derreth: Put this here just so that you can sort of see it if that's helpful, these three points here and how we decided to take these three points and try and translate them into an online environment.

42
00:06:44.550 --> 00:06:55.440
Tyler Derreth: So you'll see that we use some different language, but I'm hoping that you'll that you'll see how we draw the lines between the ways in which we integrated it into our model and our course.

43
00:06:55.890 --> 00:07:11.160
Tyler Derreth: And how that is drawn from this history of critical service learning and redistributing power and building authentic relationships and ultimately driving for social change. Right. That's what service learning. I think should be aimed that is identifying that we have

44
00:07:12.870 --> 00:07:24.930
Tyler Derreth: You know, in a problem or an issue and injustice. A disinvestment that needs addressing and that we can't do that unless we're doing it through shared power dynamics and building relationships.

45
00:07:27.420 --> 00:07:42.300
Tyler Derreth: So here is the way that we translated it in for online service learning, you'll see a bunch of boxes here below that our main titles and these come from specific examples that we used in the course. I'm not going to read through them. I'm going to say that for Maggie.

46
00:07:43.230 --> 00:07:57.240
Tyler Derreth: But what I am going to do is point out the three titles dialogic communication cross contextual reflections positioning oneself as an outline and here's what I mean by all three of these in online settings. Normally what we see is the sort of

47
00:07:58.260 --> 00:08:06.510
Tyler Derreth: Data Dump right of here's all the stuff you have for the course. Here's where you find it go look at it and do the work. Let us know if you have questions.

48
00:08:07.050 --> 00:08:16.680
Tyler Derreth: And oh, by the way, I'm just going to send some emails once a week. I'm going to post up some lectures. I'm going to, you know, give you outlines and assignments and all the rest. And it's very one directional

49
00:08:17.610 --> 00:08:24.870
Tyler Derreth: And the student is certain putting a place and just receiving and if at all. There's a community partner. It's sort of

50
00:08:26.070 --> 00:08:36.870
Tyler Derreth: Here's the rundown. Here's who they are. Go here for their website and there's very little contact at all. So what we're talking about instead is some dialogic communication that

51
00:08:37.920 --> 00:08:40.230
Tyler Derreth: Makes it more more

52
00:08:43.140 --> 00:08:49.680
Tyler Derreth: Multilateral I guess is the best way to say that. Right, so that students are actively engaged in

53
00:08:50.550 --> 00:08:59.580
Tyler Derreth: Asking questions sharing their experiences saying the thoughts and and even adjusting some assignments and activities as need be.

54
00:08:59.880 --> 00:09:06.510
Tyler Derreth: community partners are invited to be into that space of project management and development sharing from their

55
00:09:06.900 --> 00:09:19.830
Tyler Derreth: Resources and assets and expertise to move things along. And so instead of having this sort of data dump holding place. What we're talking about is a meeting place. And so this is where we come to share with each other.

56
00:09:21.840 --> 00:09:33.690
Tyler Derreth: By pushing that even further is bringing in this idea of cross contextual reflections and so it's not just that we leave ourselves and where we are physically when we come to this virtual meeting place.

57
00:09:34.020 --> 00:09:53.430
Tyler Derreth: But that we bring all of that with us to this meeting place. And so where are you right now. And how might your experiences and and life and knowledge. Add to how we're trying to address this problem. So we have somebody in Seattle. We have somebody in Japan, we have somebody

58
00:09:54.660 --> 00:10:08.040
Tyler Derreth: Here in Baltimore. We have our partners here. How can we bring all of these shared experiences to come in contact with each other. So why don't we learn more about each other, but to that we take advantage of all that's across the world.

59
00:10:08.790 --> 00:10:12.720
Tyler Derreth: To be put into in this instance of a project here in Baltimore.

60
00:10:13.980 --> 00:10:17.850
Tyler Derreth: But really, a project wherever your community partners are are living and working

61
00:10:19.050 --> 00:10:24.780
Tyler Derreth: And with that comes one the building. Like I said, if authentic relationships, but to

62
00:10:26.010 --> 00:10:36.330
Tyler Derreth: A much richer possibility for how we work on a project together and what that can look like instead of us simply being in the same place at the same time.

63
00:10:37.080 --> 00:10:44.820
Tyler Derreth: And finally, I don't think we can do either one of these first two things. Well, if we're not doing the third one which is positioning yourself as an ally.

64
00:10:45.450 --> 00:11:00.030
Tyler Derreth: And this is really about redistributing power dynamics. I think it should be even more evidence if we're not living in the same place that we're not experts of what's going to be happening in. I'm going to continue to use Baltimore as a place of work.

65
00:11:01.110 --> 00:11:03.570
Tyler Derreth: But really, wherever that community is living and working

66
00:11:04.590 --> 00:11:16.020
Tyler Derreth: And so what we need to do in structuring courses in structuring projects, even if your community partners at a nonprofit organization and structuring your own work in relation to your community.

67
00:11:16.950 --> 00:11:32.040
Tyler Derreth: Neighbors and residents is how to to share structures of leadership share structures of power to be open to being wrong to asking questions. So listening first

68
00:11:33.060 --> 00:11:47.190
Tyler Derreth: So that we can build a project that is designed with community goals. First, rather than the other way around, rather than thinking about how to use this project for simply look at student learning.

69
00:11:49.020 --> 00:11:57.510
Tyler Derreth: But that when we invite real world activity like the projects that we're talking about, of course, student learning. Learning follows behind were even alongside

70
00:11:58.140 --> 00:12:05.130
Tyler Derreth: And we'll talk about some of the tools that we use to ensure that that was happening to do some formative practice to check in with folks.

71
00:12:07.170 --> 00:12:08.130
Tyler Derreth: As we move forward.

72
00:12:09.660 --> 00:12:26.640
Tyler Derreth: I ran through that extremely quickly because I want to make sure we have time to talk not only with Maggie, but also to open up the floor to questions with you all. But before we do that, to make sure that conceptually this sort of work is making sense. I'll take a little pause

73
00:12:28.020 --> 00:12:36.510
Tyler Derreth: Before we talk about our direction and where we're headed with this course. So anybody want to jump in. I'm going to try and treat this as a teaching moment.

74
00:12:37.230 --> 00:12:41.880
Tyler Derreth: And a teaching seminar, I guess where Maggie yesterday was saying.

75
00:12:42.360 --> 00:12:55.050
Tyler Derreth: You know, we're teachers first. And so we're going to try and make this as collaborative as possible and and integrate as possible. So please do feel free to jump in. Whenever you feel like you need to either in the chat or just unmute yourself.

76
00:12:57.540 --> 00:13:06.900
Maggie Wear: And actually, if I can just say one thing, Tyler. Can you back up to the last slide, real quick just to quickly point this out to anyone who maybe didn't notice.

77
00:13:07.410 --> 00:13:18.570
Maggie Wear: Each one of the blocks underneath these three dialogic communication cross contextual reflection and positioning oneself as an ally shows how we're utilizing

78
00:13:19.050 --> 00:13:38.910
Maggie Wear: Those critical service learning ideals and how basically built ourselves a matrix. These tools allow us to think about social change and talk about it in the dialogic communication, think about it in the reflection and hopefully be in to act on it as we position ourselves as an ally.

79
00:13:40.110 --> 00:13:45.570
Maggie Wear: And the same thing is true for all the development of authentic relationships and the redistribution of power.

80
00:13:49.080 --> 00:13:49.650
Tyler Derreth: Thanks, Maggie.

81
00:13:56.550 --> 00:14:03.150
Tyler Derreth: Well as you're thinking of those questions or comments, like I said, throw those in at any point please

82
00:14:04.710 --> 00:14:20.190
Tyler Derreth: But I'll point out this very quickly when we're thinking about the aims of our framework and our framework here is that dialogic communication across contextual reflection positioning as an ally, what, what do we get if we do that.

83
00:14:21.510 --> 00:14:33.690
Tyler Derreth: I think that we're building a body of evidence to show that this is actually true. But this is really what we were aiming for, and the sort of thing that we're testing as we're working on doing critical work and online environments.

84
00:14:34.620 --> 00:14:45.960
Tyler Derreth: First facilitate transformative learning experiences over transactional on so throwing out this idea of being a client or being a service provider and more being

85
00:14:46.890 --> 00:15:05.520
Tyler Derreth: Shared partners in the work of social change. And out of that comes hopefully transformation of how you position yourself with the work and what you feel like you're aware and capable of and where you want to be going and knowing that you can't do that without other people

86
00:15:07.140 --> 00:15:17.970
Tyler Derreth: And I'll point out that we don't have the word student here when you're talking about learning experiences. I think that's far too limiting I think anyone involved is open to transformative learning experiences.

87
00:15:20.220 --> 00:15:23.910
Tyler Derreth: And and so I just want to point out the sort of expansive nature of that.

88
00:15:25.020 --> 00:15:33.480
Tyler Derreth: Second is to reform the online service learning pedagogy is by centering justice and acknowledging the diversity of our students and communities.

89
00:15:35.010 --> 00:15:43.260
Tyler Derreth: And not only acknowledging but in a sense, taking advantage of that right being aware of the great value that comes with

90
00:15:44.460 --> 00:15:50.640
Tyler Derreth: The breadth of lived experiences and knowledge is that you get when you engage in the work of social change.

91
00:15:53.460 --> 00:15:55.680
Tyler Derreth: And a lot of that is opening up our

92
00:15:57.390 --> 00:16:11.040
Tyler Derreth: Design and our intention and the way that we approach the course to let that in instead of narrowing it down to just meeting sort of small benchmark objectives of did we get the work done.

93
00:16:12.780 --> 00:16:16.110
Tyler Derreth: Third, is to invite students across the world to collaborate with our home communities.

94
00:16:17.970 --> 00:16:22.740
Tyler Derreth: Like I said, in this instance, and for us working at source that's in Baltimore specifically

95
00:16:23.880 --> 00:16:27.750
Tyler Derreth: This one is is exciting to me because I think there's so much potential for

96
00:16:28.950 --> 00:16:31.470
Tyler Derreth: Contributions that we haven't tapped into

97
00:16:32.820 --> 00:16:42.780
Tyler Derreth: nearly as much as we could and that's to think about the kinds of expertise and knowledge and experiences that folks have across the world and communities where things have worked or haven't worked

98
00:16:43.140 --> 00:16:54.720
Tyler Derreth: That can influence the way we're doing things here in Baltimore and through relationship building and through open sharing understand how it might or might not work in Baltimore and what needs to be adjusted for us to try that.

99
00:16:55.560 --> 00:16:59.670
Tyler Derreth: Finally, and I was just talking about this very practice, learn from and with each other.

100
00:17:00.480 --> 00:17:06.480
Tyler Derreth: And and as we're doing that to be focused on advancing equity and justice through that collaborative work.

101
00:17:06.810 --> 00:17:13.680
Tyler Derreth: Because we know that equity and justice. Can't be done. Unless it's collaborative unless there's shared control and power in that process. And so

102
00:17:14.430 --> 00:17:24.780
Tyler Derreth: If we're not structuring our courses, if we're not structuring our projects to be about that, then we can't meet the ultimate aims that we're headed for we can't address the problems that are

103
00:17:26.040 --> 00:17:33.840
Tyler Derreth: Almost always right fundamentally rooted in some kind of unjust hierarchy. Some disinvestment some

104
00:17:35.340 --> 00:17:41.130
Tyler Derreth: issue that needs urgent addressing through our, our shared capabilities.

105
00:17:45.330 --> 00:17:52.800
Tyler Derreth: So this is where we turn to. Okay, that's very nice. But actually, what does this look like and how do I do it my course I'll point out first, that

106
00:17:53.850 --> 00:18:04.770
Tyler Derreth: We had a great opportunity to get some grant funding to develop a course where we tried this out. We had a big team with three centers that helped guide this work.

107
00:18:05.190 --> 00:18:18.120
Tyler Derreth: And support it. So here's our development team. You'll notice our three source and CTO, we're all involved, and I encourage you to take advantage of any of these centers resources as you're thinking about how to do this for yourself.

108
00:18:20.370 --> 00:18:35.040
Tyler Derreth: And then of course we had a great teaching team and I do want us state is very declarative Lee that you should have a team. When you think about teaching, even if you're the only instructor Maggie and I get to do it together. We also got to have a teaching assistant, which is really wonderful.

109
00:18:36.150 --> 00:18:45.450
Tyler Derreth: But no matter what, if you're doing online service learning, you're going to have community partner and I invite you to think about them as part of your teaching team because they're bringing something to the table.

110
00:18:45.810 --> 00:18:54.480
Tyler Derreth: And really instructional things to the table that you won't be able to bring your students won't be able to bring and so there's there's a sort of

111
00:18:55.890 --> 00:19:00.060
Tyler Derreth: Co development and collaborative effort in being able to say that this is that

112
00:19:02.280 --> 00:19:05.970
Tyler Derreth: Shared instructional purpose as we're thinking about how to do this work.

113
00:19:09.120 --> 00:19:15.870
Tyler Derreth: And so with that I'll invite Maggie to share a little bit about what this course actually was and what we're aiming for.

114
00:19:16.950 --> 00:19:26.400
Maggie Wear: Yes, Tyler said my my thought was all right. Tyler you've waxed philosophically about what all this looks like in theory, what does it really look like in practice. So

115
00:19:27.300 --> 00:19:34.770
Maggie Wear: We taught this course in the spring of 2020 at the onset of the pandemic, it will be offered again this spring.

116
00:19:35.310 --> 00:19:43.890
Maggie Wear: I think we're both very curious. See how different it will be this year as opposed to last year and our

117
00:19:44.700 --> 00:19:53.760
Maggie Wear: Title that continues to evolve and will continue to evolve is Community Based Practice through civic engagement projects and online service learning course.

118
00:19:54.360 --> 00:20:12.420
Maggie Wear: So here what we've got is we have civic engagement projects. Each of the CEOs came to us with a project that they needed. They needed help with developing this, that, or the other. In this case, what we're doing is assessment.

119
00:20:13.530 --> 00:20:23.550
Maggie Wear: So to evaluate one of their programs that they're running with the idea of maybe writing new grant to get more funding for it or just to see how it's going

120
00:20:24.150 --> 00:20:39.000
Maggie Wear: One of them already had a very good assessment for their program from a granting perspective, but not from a community perspective so wanting to develop that from a community perspective.

121
00:20:40.410 --> 00:20:55.050
Maggie Wear: So that's sort of our framework that we're building off of. But that doesn't really tell you what the class actually looks like. So let's see if we can take this whole framework that we've built and explain how it works in real life.

122
00:20:56.490 --> 00:21:12.270
Maggie Wear: So I get communication because I'm the chatty one. So how do we evaluate how and elevate how this communication works online because now we're all in the world of zoom and as we are right now.

123
00:21:12.990 --> 00:21:25.110
Maggie Wear: It's basically Tyler and I can see each other and have a conversation with each other, but often can't see anybody else. So how do you get to the point where you feel like you know people and they know you

124
00:21:25.950 --> 00:21:41.970
Maggie Wear: Through this we say through dialogic communication and also to sort of talk about all of these different issues that exist within the city that Tyler and I instructors live in where the CEOs are, but where the students are very likely not.

125
00:21:43.350 --> 00:21:47.880
Maggie Wear: So we do virtual introductions. We talk about what are the things that

126
00:21:48.690 --> 00:21:57.030
Maggie Wear: For Tyler and I, what are the things that drew us to Baltimore. Why are we staying here. Why do we want to be here and invest in these communities.

127
00:21:57.300 --> 00:22:08.520
Maggie Wear: And the question is the same for everybody participating in this sort of experiment. So students CVO members all of it. We want those same introductions.

128
00:22:09.570 --> 00:22:15.600
Maggie Wear: We also developed something that we're called we call conversational interviews.

129
00:22:16.590 --> 00:22:29.850
Maggie Wear: And these sort of feed into these Voice Thread introductions and then Voice Thread conversations where you make your introduction and then people actually comment and respond and it becomes a conversation on voice thread.

130
00:22:30.420 --> 00:22:34.140
Maggie Wear: What we did is we said, we also need to

131
00:22:34.740 --> 00:22:40.320
Maggie Wear: Have a way to give a practical point of view, you know, you talk about theory, a lot

132
00:22:40.800 --> 00:22:49.500
Maggie Wear: But if anyone is a learner type like me, they go. Okay, great. That's what it looks like in some esoteric way. But what does it looked like in real life.

133
00:22:50.100 --> 00:23:10.530
Maggie Wear: And one of our ways to do that was to just sit down and Tyler and I had conversations that were recorded podcast style and the students said that they felt like they got to know us through those conversations and then using discussion forum prompts where we had different questions.

134
00:23:10.530 --> 00:23:11.040
Maggie Wear: To sort of

135
00:23:11.250 --> 00:23:20.670
Maggie Wear: Advanced their thinking and their application of reflection throughout the course and of course we had this zoom meeting.

136
00:23:22.890 --> 00:23:40.200
Tyler Derreth: Yeah. So I think, you know, one trying to run the full range of beginning to end, of course, what are the multiple ways that we can integrate this right from video recording introductions. Hey, you see my face. And here's who I am. For everybody in the class to the one thing that

137
00:23:41.340 --> 00:23:46.170
Tyler Derreth: Maybe you said it, and I was zoned out for a minute was these Voice Thread conversations every week.

138
00:23:46.590 --> 00:23:53.070
Tyler Derreth: We recorded a short two minute video of ourselves to say hey everybody, we're here again you haven't seen us in a week, perhaps

139
00:23:53.820 --> 00:24:06.480
Tyler Derreth: Here's what you're doing. And here's how this looks. Here's what we want you to get out of this. And that would help sort of open up space into those discussion prompts. So it wasn't just us with a sort of discussion question.

140
00:24:06.840 --> 00:24:12.630
Tyler Derreth: That was posted without any sort of you know connection with who we are, what we're aiming at as instructors.

141
00:24:13.560 --> 00:24:24.540
Tyler Derreth: And the thing I'll point out about the conversational interviews is that it that it does multiple things at once, which is really nice it as Maggie was saying it and let folks know who we are, but it also

142
00:24:25.530 --> 00:24:33.600
Tyler Derreth: invites a different way of talking about the project and the academic or disciplinary material in a way that is not

143
00:24:35.160 --> 00:24:38.700
Tyler Derreth: So sort of buttoned up right but way that's like

144
00:24:39.300 --> 00:24:43.620
Maggie Wear: It might be a hand as you explore whatever the assignment is for that week.

145
00:24:44.250 --> 00:24:52.530
Tyler Derreth: Yeah. Yeah, that's right. Yeah, making it immediately can in a in a context and in a place and an experience.

146
00:24:52.950 --> 00:25:00.810
Maggie Wear: And if it was in really realizing what those conversational interviews look like, feel free to contact any of us.

147
00:25:01.200 --> 00:25:13.020
Maggie Wear: Because we can actually send you a demo of what we did. And we did this on a range of different topics. Every almost every week there was at least one, if not two and sometimes it's a thing where it's like

148
00:25:13.680 --> 00:25:26.070
Maggie Wear: I could put a textbook chapter in on this, but I've read the chapter and I phone asleep, three times. So instead of us putting a chapter in let's have a conversation about it a real world conversation.

149
00:25:27.120 --> 00:25:37.980
Maggie Wear: And it's a totally different experience for the people coming into that meeting place now because it becomes a meeting place.

150
00:25:38.220 --> 00:25:48.000
Maggie Wear: Because you now have this level of comfort of talking about something, because you've heard other people talk about it and express their discomfort or comfort about it.

151
00:25:49.170 --> 00:25:54.270
Tyler Derreth: Right, and it's it's a way of responding as sort of jumping into a conversation, instead of

152
00:25:55.380 --> 00:26:04.260
Tyler Derreth: writing a report on a book chapter. Okay, it's inviting folks to to share, who they are and bring their own experiences and perspectives alongside

153
00:26:04.530 --> 00:26:13.170
Tyler Derreth: You know, responding to the, you know, scientific, public health, whatever it is kind of work we just put our work that's in there, but doing it in a way that is

154
00:26:14.490 --> 00:26:17.130
Tyler Derreth: Sort of more immediately useful, we hope, yeah.

155
00:26:17.790 --> 00:26:23.070
Maggie Wear: Any and it brings in again these three points from critical

156
00:26:23.760 --> 00:26:29.640
Maggie Wear: Service Learning being we talk about social change if whole conversations about social change.

157
00:26:29.940 --> 00:26:44.640
Maggie Wear: About the fact that we are not the authority, the community is the authority and that starts changing your perspective about the hierarchy in the structure of power. And of course, now I'm spacing on the middle one.

158
00:26:45.600 --> 00:26:47.190
Tyler Derreth: Well, that's okay, because I'm about to talk about

159
00:26:47.580 --> 00:26:48.390
Maggie Wear: Cool. Go for it.

160
00:26:48.990 --> 00:26:51.480
Tyler Derreth: That's the cross contextual reflection.

161
00:26:52.740 --> 00:26:59.820
Tyler Derreth: And and how that works. And so obviously our conversations allow us to sort of open up about our own reflective

162
00:27:00.960 --> 00:27:10.500
Tyler Derreth: You know practice and what that looks like in model that to students. I think a lot of what we try and do is not only saying what should be done but modeling it ourselves.

163
00:27:10.830 --> 00:27:25.950
Tyler Derreth: And so you know the value of having conversations, instead of just one of us taking opposite weeks to to share stories is that we're talking about how to engage in conversation together, how to do that collaborative work and that it really deepens it

164
00:27:26.610 --> 00:27:41.940
Maggie Wear: And show that there are different perspectives and there's not always a right answer, which, gosh, you're so used to every course you come into there's one right answer. Here's the test. Here's the way it goes. So it can be a shock to the system to come into a very different

165
00:27:43.290 --> 00:27:48.360
Maggie Wear: Type of interaction, but it's also very useful to think outside the box.

166
00:27:49.980 --> 00:27:57.930
Tyler Derreth: Yeah, absolutely. And then you know how to manage that with your own expectations. And that's where we get into some of those reflection work.

167
00:27:58.320 --> 00:28:06.060
Tyler Derreth: So first off, I want to sort of clear the air with what reflection is and can be versus what we might think of it as

168
00:28:06.900 --> 00:28:14.700
Tyler Derreth: Reflection, I will say, first off, isn't only how we feel about something or only a personal approach to

169
00:28:15.510 --> 00:28:29.340
Tyler Derreth: Work that now we have to share with everybody. And I have to tell my whole life story. It might be that, but it also might not. It's also, it's, it's an integration of understanding your place in a class in the world and a project and relating that to

170
00:28:30.990 --> 00:28:36.390
Tyler Derreth: How the project itself is moving relating to the academic work that's going on.

171
00:28:37.740 --> 00:28:38.010
Tyler Derreth: Man.

172
00:28:38.160 --> 00:28:40.320
Maggie Wear: Life working. I love munchkins

173
00:28:41.610 --> 00:28:46.320
Tyler Derreth: My little tiny children so apologies for that. I hope you can stay focused with me.

174
00:28:48.690 --> 00:29:01.590
Tyler Derreth: And so what I want us to think about here and I put these three questions that because it's helpful for thinking about how to make reflection generative moving forward and contributing to a project that's ongoing. Instead of just saying, like, well, this happened and so

175
00:29:02.640 --> 00:29:14.820
Tyler Derreth: Here's how I feel about it. Right. And so we can structure, the ways the conversations assignments writings journals, anything that's dealing with reflection across these three questions what that is.

176
00:29:16.080 --> 00:29:18.510
Tyler Derreth: The actual physical practice what is happening.

177
00:29:19.860 --> 00:29:27.900
Tyler Derreth: So what, why is that important. Why is that important to me. Why is that important to communities to our discipline to the project itself.

178
00:29:28.560 --> 00:29:33.870
Tyler Derreth: And then now what now that I've established the importance of it, and what's happening, what are we going to do

179
00:29:34.110 --> 00:29:44.070
Tyler Derreth: How are we going to move this work forward, how do I find myself, How do I place myself in this and what kind of contributions can we be making together as we move forward in this space.

180
00:29:44.490 --> 00:29:57.690
Tyler Derreth: Again, this is a isn't an idea of it's really critical reflection night, not just reflection, but that sense of integrating fundamentally a sense of social change a building relationships with people through the practice of reflection.

181
00:29:58.710 --> 00:30:11.430
Tyler Derreth: So I'll give an example here of an assignment that we had that was about halfway through the course where we asked students to think about the fundamental issue of justice in their project. And so we had

182
00:30:11.880 --> 00:30:17.850
Tyler Derreth: For example, one partner is a works with some of the K 12 schools in Baltimore.

183
00:30:18.300 --> 00:30:28.110
Tyler Derreth: And they have a summer program that works with students and they needed an evaluation that get that they were going to give to the teachers and

184
00:30:28.410 --> 00:30:37.170
Tyler Derreth: parents or guardians of these students to think about the holistic practice and the holistic influence it had on students and their families lives.

185
00:30:38.760 --> 00:30:48.150
Tyler Derreth: And so when you're talking about that as as an issue of justice. What they're really trying to understand is, if their work in education is meeting the needs of

186
00:30:48.900 --> 00:30:56.790
Tyler Derreth: families and students as a holistic practice and not just hey did you learn this stuff did you memorize what we wanted you to get out of this.

187
00:30:57.360 --> 00:31:04.050
Tyler Derreth: And when we're thinking about how to integrate that into educational systems and what sort of supports and structures, need to be there.

188
00:31:04.320 --> 00:31:08.130
Tyler Derreth: What different kinds of questions we're going to ask what different kind of lessons are going to be there.

189
00:31:08.700 --> 00:31:15.060
Tyler Derreth: And then design and evaluation for that that becomes a real sort of sticky thing that we need to be thinking about

190
00:31:15.450 --> 00:31:29.910
Tyler Derreth: So we asked them to one ponder what that issue of justice was and how it was playing out and then to how could they see that working, not only in Baltimore, but where they are in their home places. So how do you see education working

191
00:31:30.990 --> 00:31:43.830
Tyler Derreth: In we had folks writing about Atlanta, we had students internationally writing about their home countries and home cities we had folks on the west coast and we have folks here in Baltimore.

192
00:31:44.400 --> 00:31:49.200
Tyler Derreth: And writing about their different perspective of Baltimore in relation to the community organization.

193
00:31:50.040 --> 00:31:55.800
Tyler Derreth: And in that comparison. What we hope to draw out of that. And I think what what students are really successful in doing

194
00:31:56.070 --> 00:32:05.910
Tyler Derreth: Is seeing how context and history is so influential on the ways in which justice or injustice unfolds in the way that we try and address problems.

195
00:32:06.240 --> 00:32:13.770
Tyler Derreth: So, you know, somebody in Atlanta might say, hey, we've got some similar things going on in our K 12 system, but this over here looks nothing like that.

196
00:32:14.070 --> 00:32:20.910
Tyler Derreth: And I've really seen how this is working in Baltimore, and it's opened my eyes to the ways in which we might address education here in my hometown.

197
00:32:21.480 --> 00:32:29.820
Tyler Derreth: The wonderful thing about doing cross contextual right between context between places reflection is that not only are you trying to contribute to a place

198
00:32:30.240 --> 00:32:42.570
Tyler Derreth: Of Baltimore and project in Baltimore, but you can take that work and become the community partner in your own place right and turn around and go and work in your hometowns as now newly informed and

199
00:32:44.490 --> 00:32:58.890
Tyler Derreth: You know better practice people to be doing work in your home places with your neighbors and communities, which to me is extremely exciting to think about that you can take that away and continue to practice and share that global

200
00:33:01.230 --> 00:33:10.890
Celine Greene (CTL): Can I interject something is, this is really striking a great chord with me. I'm the Universal Design for Learning ambassador at school of public health and universal design for learning. One of the things we

201
00:33:12.390 --> 00:33:23.220
Celine Greene (CTL): We strive to do is the principle of multiple means of engagement and part of that is self regulation and self reflection. And in doing that, you're, you're actually inspiring.

202
00:33:23.820 --> 00:33:38.760
Celine Greene (CTL): As well as just promoting the the beliefs, the motivation for students. And in doing so, one of the newer ships of UDL is to include anti racism which kind of can be spread broader to honor the student

203
00:33:39.390 --> 00:33:48.300
Celine Greene (CTL): So what you're doing in in talking about this bringing the hometown in Baltimore, and you're honoring the students. You're not just honoring the communities and the service level organization.

204
00:33:48.630 --> 00:33:57.420
Celine Greene (CTL): As faculty members in developing it this way, you're really honoring the students as well, which leads them to be more purposeful and motivated expert learners.

205
00:33:57.660 --> 00:34:04.200
Celine Greene (CTL): So I'm going to go ahead and just say you've just given me this whole springboard idea to a whole other session, but I just wanted to say how perfectly

206
00:34:04.620 --> 00:34:13.980
Celine Greene (CTL): What you've done is aligning with that, that one concept of multiple means of engagement toward that very top level that very top success criteria of

207
00:34:14.700 --> 00:34:23.520
Celine Greene (CTL): Again, providing options for self regulation that purposeful motivation to develop those expert learners. So you're serving the community, but you're also serving your students, you're really

208
00:34:23.910 --> 00:34:31.830
Celine Greene (CTL): In developing that sway this reflections honoring the students, you're honoring the communities, you're honoring the students, you're actually honoring that course so excellent job.

209
00:34:33.240 --> 00:34:42.480
Maggie Wear: Where you can see when the students have a connection that they a tangible connection that they can hang on to about something like their hometown.

210
00:34:42.960 --> 00:34:51.570
Maggie Wear: That then they put more effort into the thought and the reflection and that is because as you say they're being honored, but

211
00:34:52.380 --> 00:35:01.620
Maggie Wear: We saw that comparison between their hometown and Baltimore was like this thing that everybody went into and everybody commented on and it was

212
00:35:02.070 --> 00:35:10.800
Maggie Wear: A whole kind of conversational session on its own, because you got these different comparisons from around the world.

213
00:35:11.400 --> 00:35:27.540
Maggie Wear: Back to what you may have seen Baltimore as being versus what you realize, Baltimore is when you investigate that was one of the other things, of being able to put yourself now in this place that you've never been

214
00:35:30.420 --> 00:35:32.580
Celine Greene (CTL): Thank you again. Sorry for kind of sidetracked to this.

215
00:35:35.610 --> 00:35:37.350
Maggie Wear: Sorry if I took a refresh answer and Tyler

216
00:35:41.910 --> 00:35:42.870
Celine Greene (CTL): Tyler You're still muted.

217
00:35:45.270 --> 00:35:49.350
Maggie Wear: He might also be frozen Oh yay technology today.

218
00:35:50.130 --> 00:35:51.420
Tyler Derreth: Yes, sorry about that.

219
00:35:51.450 --> 00:35:51.810
Yeah.

220
00:35:52.830 --> 00:35:54.600
Tyler Derreth: Miss A minute or so, but I think I'm back.

221
00:35:55.050 --> 00:36:02.490
Tyler Derreth: Okay. Um, so I heard half of what Maggie was saying, and I'm gonna just go ahead and say I agree with the rest of it.

222
00:36:03.540 --> 00:36:07.410
Tyler Derreth: Well, thank you all Sicilian for pointing that out. I really like your language of honoring folks.

223
00:36:08.550 --> 00:36:21.840
Tyler Derreth: And even in the chat. I see. And the other word that I use most often, which is humanity, bringing our whole selves and inviting everyone else to bring their whole selves into the work that we're doing, because without that we're building out sort of

224
00:36:23.340 --> 00:36:32.490
Tyler Derreth: You know, pretend structures as if you wouldn't bring your own self, or you're only allowed to bring your intellectual self or only the self that I design as the instructor

225
00:36:33.750 --> 00:36:37.740
Tyler Derreth: Right and set up instead of saying, if we're going to be working

226
00:36:38.580 --> 00:36:47.100
Tyler Derreth: In and with communities. And if we're going to be addressing problems in the world. We are people who are living in the world. And so how else are you going to show up.

227
00:36:47.730 --> 00:37:01.440
Tyler Derreth: And if your, your assignments and your courses and your design doesn't allow for that breadth and depth of space, then you're you're hurting yourself from the start. I think that's absolutely right. So thanks for bringing that in

228
00:37:03.690 --> 00:37:10.500
Tyler Derreth: The last piece, which I think fits very nicely is just to sort of put a frame to the two things that we've been talking about.

229
00:37:10.980 --> 00:37:29.190
Tyler Derreth: Which is what we're driving at, when we have dialogic communication. When we share the space for speaking we share the space for knowledge and what counts as valid when we invite reflection and people into a space to bring who they are, to the table.

230
00:37:30.450 --> 00:37:34.620
Tyler Derreth: You can't be doing that well unless you're positioning as

231
00:37:36.030 --> 00:37:45.900
Tyler Derreth: A shared space, unless you're positioning as an ally and giving up control right and I'm speaking directly to instructors at this point right is giving up control.

232
00:37:46.380 --> 00:37:58.710
Tyler Derreth: And for folks who might be TA is a community partners on here, feeling comfortable and confident to take up the rest of that space in sharing and that it's it's a disservice to the course and project.

233
00:37:59.970 --> 00:38:03.360
Tyler Derreth: And admittedly maybe hard sometimes.

234
00:38:04.740 --> 00:38:16.200
Tyler Derreth: For any sort of sense of discomfort, but also because the instructor, you know, is not always easy to let go of control, but to push that and and to realize the shared value in being able to do that.

235
00:38:17.250 --> 00:38:26.490
Tyler Derreth: So what we did in our course and how we tried to develop this was one ensure that there were a number of checkpoints, where we just sort of press pause on the project.

236
00:38:26.850 --> 00:38:38.460
Tyler Derreth: Said okay are the assignments right here's how things are moving along. Here's the assignments and where you should be added. But let's just stop for a minute and use this time to say how is that going

237
00:38:38.910 --> 00:38:47.250
Tyler Derreth: How are you feeling about this. Do you feel like you're living up to the expectations. Did the expectations, need to be adjusted.

238
00:38:47.730 --> 00:38:57.690
Tyler Derreth: Does the project needs to be changed to something needs to be asked, is there an issue. Is there something that's going really well that we need to lean into further and having those checkpoints of

239
00:38:59.130 --> 00:39:00.600
Tyler Derreth: Letting folks just sort of

240
00:39:02.370 --> 00:39:09.510
Tyler Derreth: Press pause on how they are maybe supposed to show up for the project and just be who they are and think about how it's going for them.

241
00:39:11.400 --> 00:39:18.420
Tyler Derreth: Is for us was really, really wonderful and helped us adjust as we were able, in the moment to say okay

242
00:39:18.750 --> 00:39:27.540
Tyler Derreth: I didn't realize that that was a stressor for this group, let's figure out how to do that and how to address that and make it a little easier and more comfortable for you as you're moving forward.

243
00:39:27.960 --> 00:39:28.680
Maggie Wear: In the places where you

244
00:39:28.950 --> 00:39:30.060
Tyler Derreth: Feel comfortable. Right.

245
00:39:30.930 --> 00:39:38.490
Maggie Wear: Way in which we kind of got a lot of that comfort was, as I was saying, a moment ago that that vulnerability of

246
00:39:40.230 --> 00:39:51.930
Maggie Wear: Putting yourself in the vulnerable state to put your own feelings about something forward first. One of the things that because we were going through the pandemic as this course was happening.

247
00:39:52.410 --> 00:40:09.180
Maggie Wear: Was Tyler and I both talking about how scared, we were about the pandemic and being very honest and vulnerable about that, which then allowed the students to feel comfortable saying hey yeah this is really adding to my stress and I don't feel like I can do it right now.

248
00:40:17.370 --> 00:40:19.590
Maggie Wear: Entire meeting rooms are they go. Okay, great.

249
00:40:21.630 --> 00:40:33.900
Tyler Derreth: Yeah, the other the other points on this and I'll say the ally ship is a is a practice right I am reminded and continuing to wrestle with that idea that

250
00:40:36.630 --> 00:40:44.610
Tyler Derreth: You know, being an ally is not an identity as much as it's an action. Right. So we're always working to do ally ship.

251
00:40:46.770 --> 00:40:47.190
Tyler Derreth: But

252
00:40:48.750 --> 00:40:57.810
Tyler Derreth: The other thing that I'll highlight, because much of the rest of it is we've mentioned sort of throughout is this last point here in rebuilding roles.

253
00:41:00.270 --> 00:41:11.490
Tyler Derreth: And what I want to say about that is really the even the common words that we use with each other are restricted for can be right and so

254
00:41:11.880 --> 00:41:19.530
Tyler Derreth: When someone is showing up saying, I am a student here, or I'm a teacher. I'm a community partner automatically that limits.

255
00:41:20.160 --> 00:41:24.780
Tyler Derreth: How you're deciding to show up as a student. Now I'm the person who's supposed to learn

256
00:41:25.110 --> 00:41:33.750
Tyler Derreth: And I am maybe can't instruct on a certain thing from a community partner. I can't speak on the academic or disciplinary side of this, I'm really here for the project.

257
00:41:34.110 --> 00:41:40.680
Tyler Derreth: Whereas the Instructor Right, I need to manage this. I need to make sure everything's going well, this is my responsibility solely

258
00:41:42.210 --> 00:41:48.750
Tyler Derreth: Among many other things. Right. However, you may bring your work into that when you have defined yourself in this role.

259
00:41:49.260 --> 00:41:58.620
Tyler Derreth: And part of the practice of doing critical work and doing this, especially online is that we have the the capability and practice of

260
00:41:59.160 --> 00:42:06.330
Tyler Derreth: Opening so much of this up to being shared and to rewriting for ourselves what these roles are going to be

261
00:42:07.050 --> 00:42:16.920
Tyler Derreth: And so how can we rewrite who and what a student means where teacher means or community partner means and through that.

262
00:42:17.910 --> 00:42:24.330
Tyler Derreth: take full advantage of what we've already talked about right, bringing that whole person in and everything that they can contribute

263
00:42:24.630 --> 00:42:39.390
Tyler Derreth: And how much then we all can take away from that practice right so much of being a teacher, then becomes about being also a learner and how we can use what we're learning to then sort of recycle that and put it back into the course, not only for next year. But even in that moment.

264
00:42:40.500 --> 00:42:42.180
Tyler Derreth: And how much of that can be

265
00:42:43.320 --> 00:42:52.530
Tyler Derreth: Then then cohesively built as a group, when we're redefining how we are showing up as individuals, we can do that in relation to everybody else who's there.

266
00:42:53.100 --> 00:43:01.530
Tyler Derreth: And so the collaborative practice of not just the project, but how we all are showing up to ensure the practice and fulfillment of that project.

267
00:43:02.790 --> 00:43:11.370
Tyler Derreth: It is part of how we get to the transformation right is the question of every time. Now I go to work with communities. Every time now.

268
00:43:11.940 --> 00:43:15.990
Tyler Derreth: I'm moving into a professional space. I'm thinking about how I am showing up.

269
00:43:16.530 --> 00:43:25.380
Tyler Derreth: And how I'm, I'm asking other folks to show up and what that means for our accomplishment of this project fulfillment of the project. And even if we are

270
00:43:26.340 --> 00:43:36.840
Tyler Derreth: Doing the redistribution of power, even if we are aiming for social change, right, that comes out of how we are defining how we're coming to the place. And so when we're doing

271
00:43:37.680 --> 00:43:46.710
Tyler Derreth: Online Service Learning and we're asking people how they show up most of it comes in a place of beginning with limitation. Well, I can't really know anything about Baltimore, because I don't live there.

272
00:43:47.400 --> 00:43:54.330
Tyler Derreth: Okay, right now, you don't know anything about Baltimore. And we're not going to go through the usual means of experiencing a place

273
00:43:54.870 --> 00:44:08.280
Tyler Derreth: In person. And so how do we rewrite what it means to know and learn about a place so much of that comes from dialogic communication so much of that comes from sharing stories from listening to people and valuing experience.

274
00:44:08.730 --> 00:44:21.270
Tyler Derreth: As its own place of knowledge and learning instead of just thinking that this is a disciplinary course and we're getting a little extra from hearing stories, but this is how you become to know place if you can't be there.

275
00:44:21.930 --> 00:44:28.680
Tyler Derreth: And importantly, right, Ally ship is not entrance into the community, you're an ally to the community, but you're not a community member

276
00:44:29.730 --> 00:44:34.800
Tyler Derreth: Which I think is always true interviewing service learning, even when we're in person, not always, but almost always right.

277
00:44:36.030 --> 00:44:50.670
Tyler Derreth: And the value, maybe of doing online critical service learning is that that becomes even more evident that there are some separation there and you're you're coming to a small place of how this can be partners doing ongoing work with their

278
00:44:52.110 --> 00:44:57.600
Tyler Derreth: Community neighbors and that you're contributing just a small piece to this, which is always good to keep in mind.

279
00:44:58.890 --> 00:45:10.260
Tyler Derreth: We're coming up to the end of our hour we have about 10 minutes and may invite you to share some final thoughts, if you have any. But I also invite questions and comments here at the end, I'm going to close out my

280
00:45:12.300 --> 00:45:17.820
Tyler Derreth: Side sharing here so that we can see each other a little bit better if that's all right.

281
00:45:18.390 --> 00:45:22.860
Tyler Derreth: And I'll just point to this very quickly. Since I'm going to close out, please contact source.

282
00:45:23.220 --> 00:45:34.950
Tyler Derreth: For certain questions of any kind, CCL has already mentioned and been open to contact. I'll say it again because there's a wonderful, of course, you can reach out to either one of us and with any questions.

283
00:45:36.210 --> 00:45:37.320
Tyler Derreth: That you might have about this.

284
00:45:39.480 --> 00:45:51.300
Maggie Wear: I think the one thing I'd like to add is as you come into any space thinking about ally ship. I always come in with two particular thoughts.

285
00:45:51.810 --> 00:46:09.270
Maggie Wear: How am I empowering other people to explore whatever it is that they need to explore and how am I making space for the community to be a participant in whatever that conversation is

286
00:46:13.740 --> 00:46:13.980
That is

287
00:46:16.830 --> 00:46:18.600
Tyler Derreth: See my director Mindy is here.

288
00:46:18.690 --> 00:46:23.460
Tyler Derreth: I'll say it out loud, she added to the chat. I'm doing the good work have a director

289
00:46:24.480 --> 00:46:30.510
Tyler Derreth: Not only do we sort of just have conversations about service learning, but we have a relatively intensive training about it.

290
00:46:31.200 --> 00:46:44.430
Tyler Derreth: Maggie can speak to this. She has been one of our fellows, but we have a source service learning Fellows Program for anybody who is full time faculty. If you'd like to learn more about it. You can check out our website that's in the chat there or email me directly.

291
00:46:47.670 --> 00:46:48.930
Mia Lamm: It might be interesting.

292
00:46:50.220 --> 00:47:00.750
Mia Lamm: You you both have talked so much about this incredible framework that you you know put into place and been researching and trying with your first run of the course just

293
00:47:01.410 --> 00:47:10.650
Mia Lamm: Like very briefly what from what I mean, you've done this mix of media to make connection to the communication and the personalization all these different

294
00:47:11.010 --> 00:47:26.910
Mia Lamm: facets of your activities and application to real world what of what you tried in the first run like what worked really well and what kinds of challenges did you find that you might be examining for the next time. If that's not too bad, just think it's interesting.

295
00:47:29.520 --> 00:47:32.340
Maggie Wear: All right, tell you want to take the good and I'll take the bad

296
00:47:34.890 --> 00:47:51.240
Tyler Derreth: Sure. I think, I think one thing that stood out to me especially at the onset of the pandemic when when I'm not that this hasn't gone away. But when everyone is feeling completely underwater right and we're asking folks to do real intense work that

297
00:47:52.380 --> 00:47:58.320
Tyler Derreth: This framework allowed us to provide space for those anxieties without them becoming paralyzing

298
00:47:59.280 --> 00:48:18.300
Tyler Derreth: And that in sharing who we are and being with each other and being supportive, not only in. Are you really knowing what evaluation is but also what does it mean to be a partner and to show up in places and to share in its most fundamental form this part of our lives together.

299
00:48:19.770 --> 00:48:29.310
Tyler Derreth: We're able to to let community partners and students be who they are in that moment, and to share without fear of retribution. I think

300
00:48:30.420 --> 00:48:43.050
Tyler Derreth: That they're struggling and how can we work through that together. I think that that was especially relevant. This time, but I don't think that will go away. I think that things are hard always when you're doing community work and having a

301
00:48:44.100 --> 00:48:54.180
Tyler Derreth: Pedagogy that's designed to recognize that and to work through it is really valuable for people not feeling alone in that space, which of course is what we're always trying to push against

302
00:48:55.980 --> 00:49:04.980
Maggie Wear: So Tyler and I had this conversation about five weeks into the class where we realize we were a little over halfway

303
00:49:05.580 --> 00:49:14.790
Maggie Wear: I mean, have we talked to people enough. Do you think that they actually like know what's going on human. I don't know.

304
00:49:15.600 --> 00:49:20.520
Maggie Wear: And we realized that we built out all these pieces to give

305
00:49:21.360 --> 00:49:30.870
Maggie Wear: But not enough for us to get something back from the students and pivoted at that point and change things up enough such that we could

306
00:49:31.200 --> 00:49:48.330
Maggie Wear: Really make sure we were engaging them to participate with us, instead of us trying to give everything at them, which is the typical teacher thing. I'm going to give you everything you need so that you can know everything you need to know about whatever this topic is

307
00:49:49.710 --> 00:49:58.290
Maggie Wear: So that's the one. And now we're we're building we've changed things around. And we've actually made a couple more revisions to bring that in a little bit earlier.

308
00:49:58.920 --> 00:50:08.460
Maggie Wear: To make sure that we really feel like we're getting to know we're all getting to know each other, equally. And it's not just us pushing everything at

309
00:50:10.170 --> 00:50:12.480
Mia Lamm: That's great. I think you have another question to

310
00:50:13.500 --> 00:50:20.430
Mia Lamm: Saline chatted. Can you speak to raising the communication has your online service learning crossed over to social media.

311
00:50:24.060 --> 00:50:24.720
Maggie Wear: So,

312
00:50:27.060 --> 00:50:29.670
Maggie Wear: I'm always hesitant about social media in general.

313
00:50:31.350 --> 00:50:42.480
Maggie Wear: I have my sort of persona on social media. And yes, it is very community oriented and like half of it is

314
00:50:43.680 --> 00:50:48.030
Maggie Wear: Very it's like science and anti racism and that's basically the

315
00:50:49.410 --> 00:51:08.430
Maggie Wear: Social media online presence. Um, but we haven't brought this class on to social media. One of the things we've talked about doing is bringing in more podcasts to start to bring in more even more layers of types of communication.

316
00:51:10.860 --> 00:51:21.090
Tyler Derreth: I will say, I don't think it's it's either that we've limited it. The thing about raising communication. I think that's the phrase used there right is

317
00:51:22.410 --> 00:51:33.300
Tyler Derreth: That as soon as you open up from multiple directions, you really can't control which directions that's moving in, of course, it's going to be between people in the course, but

318
00:51:33.930 --> 00:51:39.270
Tyler Derreth: You know, for one, our community partners are now communicating this project with

319
00:51:40.050 --> 00:51:50.160
Tyler Derreth: Any number of Community folks right and how that's being drawn out and you know we may speak into some of that, but not all of it by any means. Right. And so now you have this sense of

320
00:51:50.640 --> 00:52:03.090
Tyler Derreth: The locus, right, the sort of core of how we're talking about a project and as folks are in relation to that core, they're able to sort of spread out into their own networks and share how that's being done.

321
00:52:03.600 --> 00:52:08.430
Tyler Derreth: And talk about that. And sometimes we hear about it, right, especially community partners, they're pretty good about that.

322
00:52:09.540 --> 00:52:20.190
Tyler Derreth: But sometimes we don't. Right. And so the the reach of the project, maybe. But certainly the way we go about the project and and talk about it stretches far beyond that.

323
00:52:20.520 --> 00:52:35.040
Tyler Derreth: I think that's really exciting about how to, again, open up communication. The way that we practice that and the many sort of levels of communication that we're talking about whether it's the short sort of tweet form or very long conversations or somewhere in between.

324
00:52:36.060 --> 00:52:40.020
Tyler Derreth: There are lots of ways into how to expand that.

325
00:52:41.730 --> 00:52:51.390
Celine Greene (CTL): Yeah, also go back to thinking about that because if they feel authentic learning experiences and your students leave the program and their community activism.

326
00:52:51.990 --> 00:53:05.550
Celine Greene (CTL): More slack activism, what ends up being, you know, but again that's, that's why I asked the question is, again, that whole experiential your real world. It's like a learning experience just was wondering if you had any of that process. I think you

327
00:53:06.090 --> 00:53:24.270
Maggie Wear: We do know that some of our students can use communicating with our community partners in Baltimore or expressed an intention to work in their own community. So where that goes. We don't always know

328
00:53:26.790 --> 00:53:27.930
Tyler Derreth: Eight weeks goes fast.

329
00:53:28.200 --> 00:53:36.150
Tyler Derreth: Yeah, we're encouraged by the the sort of signal of transformation right that folks want to continue on beyond

330
00:53:37.650 --> 00:53:39.570
Tyler Derreth: Credit they receive. Right. And of course,

331
00:53:43.290 --> 00:53:44.670
Tyler Derreth: The folks may be time for one more.

332
00:53:50.700 --> 00:53:54.510
Maggie Wear: It is Thursday. We've been doing this for four days now.

333
00:53:56.880 --> 00:54:03.510
Celine Greene (CTL): We have turned three starting next week. That's the other thing, right. That's a lot of people's burn out right there too.

334
00:54:04.590 --> 00:54:19.020
Maggie Wear: Well, thank you all for joining us. And this is recorded, so if you have anybody else that you think would be interested. I'm sure we will see TL not us will have a link for it. We're not that technologically capable

335
00:54:20.760 --> 00:54:24.690
Maggie Wear: Will have a link for the lecture to watch it. Contact us later.

336
00:54:25.140 --> 00:54:29.280
Mia Lamm: Yeah. So, actually. Well, I'll just share my screen really quickly.

337
00:54:32.790 --> 00:54:33.390
See

338
00:54:35.820 --> 00:54:45.360
Mia Lamm: Just so that you can see this, we will send an email out with more source information as well as some information first detail services.

339
00:54:45.750 --> 00:54:53.460
Mia Lamm: I think still in, you have the PDF that has the hyperlinks to so you can click on these if you need CTA I'll help you want to reach instructional designer, we

340
00:54:54.270 --> 00:55:04.500
Mia Lamm: I partnered as a instructional design support for Tyler and Maggie and if you of course plus tool questions and things like that. We're happy to help us do foray into your partnership with source.

341
00:55:05.430 --> 00:55:14.160
Mia Lamm: And we will follow up with email with a lot of resources. So thank you so much. Tyler and Maggie was really informative, a great discussion and

342
00:55:15.270 --> 00:55:17.760
Mia Lamm: Thank you all for joining us. Thank you.

343
00:55:17.820 --> 00:55:18.600
Rhea Butler: Thank you.

344
00:55:19.230 --> 00:55:20.040
Thank you, everybody.

345
00:55:23.220 --> 00:55:23.850
Anu Phase: Thank you.